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than mental growth guided by brilliant personalities, experts of national and international fame? Besides 

the excellent regular faculty, these leading educators will instruct at B. Y. U. this summer: 

Dr. Hazel M. Cushing, New York, specialist in Child Growth and Development and Parent Education. 

Dr. J. O. Ellsworth, Professor of Economics, Texas Technological College. 

Dr. L. John Nuttall, Jr., Superintendent. Salt Lake City Schools. 

Eugene L. Roberts, Associate Professor of Physical Education, University of Southern California. 

Dr. T. Lynn Smith, Professor of Rural Sociology, Louisiana State University. 

J. Clifton Moffitt, Principal Provo High School. 

R. D. Heidloff, Professor of Physical Education, University of Virginia. 

Among the special lecturers who will speak are: 
Dr. "Victor Bohet, University of Liege, Belgium. Dr. Edwin D. Starbuck, Professor of Philosophy and 

Dr. Edward Davison, English Poet and Critic. Psychology. University of Southern California. 

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Cover Picture — Brigham Young 

A Nineteenth Century Martyrdom 

The Sunday School and the Church Relief 


Prelude — Postlude — Sacrament Gem 

Resplendent Day of Sacrament — Bertha A. 


Secretaries — "Accuracy" 

Libraries — Classification of L. D. S. Hymns 

Teacher-Training — Unions 

Choristers and Organists 

Women's Department 

Gospel Doctrine 










"Fragrance" — Nephi Jensen 235 

Missionary Training 236-241 

Alcohol — An Enemy Without Honor 241 

Gospel Messages 242-246 

New Testament 247-251 

Old Testament 252-254 

Church History 255-258 

Primary 259-262 

Kindergarten 263-265 

Cradle Roll 265 

Priesthood Period 265 

The Funny Bone 266 







Conference Visitors 




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Devoted to the Study and Teaching of the Restored Gospel 

Publishers: Deseret Sunday School Union, 50 North Main Street, Salt Lake City, Utah. Published 
the first of every month at Salt Lake City, Utah. Price $1.20 per year, payable in advance 
Entered at thfe Post Office, Salt Lake City, as Second Class matter. Acceptable for mailing at special 
rate of postage provided for in Section 1103. Act of October 3, 1917, authorized on July 8, 1928. 
Copyright 1936, by Heber J. Grant, for the Deseret Sunday School Union. 

President Heber J. Grant 

George D. Pyper 
Associate Editor 

Albert Hamer Reiser 
Business Manager 


George D. Pyper, General Superintendent; Milton Bennion, First Assistant General 

Superintendent; George R. Hill, Second Assistant General Superintendent; Albert Hamer 

Reiser, General Secretary; John F. Bennett, General Treasurer. 



George D. Pyper 
Milton Bennion 
George R. Hill 
John F. Bennett 
George M. Cannon 
Horace H. Cumming 
Howard R. Driggs 
Adam S. Bennion 
Edward P. Kimball 
Tracy Y. Cannon 

T. Albert Hooper 
Alfred C. Rees 
Robert L. Judd 
Charles J. Ross 
Frank K. Seegmiller 
s P. Melvin Petersen 

Albert Hamer Reiser 
Mark Austin 
Elbert D. Thomas 

George A. Holt 
James L. Barker 
David A. Smith 
George H. Durham 
Frederick J. Pack 
John T. Wahlquist 
Inez Witbeck 
Lucy Gedge Sperry 
Marie Fox Felt 
M. Lynn Bennion 

Lynn S. Richards 
Gerrit de Jong 
De Lore Nichols 
Carl F. Eyring 
Delores Bailey 
Ruth Wheelon 
Herbert B. Maw 
Junius R. Tribe 
Earl J. Glade 
Wallace F. Bennett 

Advisers : 

Stephen L. Richards and John 

A. Widtsoe, of the Council of the Twelve 

Volume 71 



No. 6 


On the twenty-seventh of the present month it will be ninety-two years since 
the death of Joseph Smith in Carthage, Illinois. This tragedy, as the Latter-day 
Saints have always maintained, was a martyrdom within the dictionary and historical 
meaning of the word. 

A martyr is one who suffers death for a great cause, particularly for the 
Christian religion. In every martyrdom in the proper sense there are two elements. 
First, the cause must be worthy, involving the highest truth. But by general 
consent the highest truth is spiritual truth, truth that concerns the invisible, as 
against the material, realities. Second, there must be present the idea of choice. 
That is, the true martyr prefers death in any form to giving up his convictions. 
That Joseph Smith had very strong convictions respecting his divine call, no one 
can doubt who knows anything about his character and work. 

The Prophet was killed by a mob while he was under the protection of the 
State of Illinois. He had the pledged word of Governor Thomas Ford that he would 
be safe. What was he murdered for? To be sure, his murderers did not publicly 
admit, perhaps they did not admit to themselves even, that they were putting the 
Mormon leader to death for his spiritual teachings. The murderers of good men 

222 THE INSTRUCTOR June, 1936 

have never admitted goodness in their victims as a cause of their wickedness. Those 
who crucified Christ put him to death, they claimed, because he had blasphemed 
and committed treason. Like all killers of prophets, the slayers of Joseph Smith had 
a plausible excuse. He had struck at the freedom of the press, when, as mayor of 
Nauvoo, he had abated a nuisance! Later he was charged with treason — a wholly 
imaginary offense, as they very well knew. Justice Smith, who was also a captain 
in the militia, used his dual office, at the suggestion of the governor, to put the 
mayor in prison, where he could be got at by the mob. 

Joseph Smith could have avoided death at this time. Two ways were open to 
him, had he wished to escape death. First, he could have renounced his claim to 
being a prophet. If he had been insincere in his claim, that is what he would have 
done. That is what any man would have done in the same situation. No man has 
ever met a martyr's death when he knew he did not deserve it. That Joseph Smith 
did not renounce his prophetic claims is presumptive evidence that he was sincere 
in his claims. 

Or, second, he could have gone to the Rocky Mountains, as he was preparing 
to do. It was not necessary for him to surrender and go to Carthage. He had 
been tried and acquitted for the Nauvo Expositor affair. And everything he had 
done was within the law. If he had gone to the West, as he intended, the trouble 
in Illinois, so far as he was concerned, would have ended, and no doubt Governor 
Ford would have been glad of this peaceable termination of an awkward incident. 
But the charge that he was deserting his people, made by some false friends, changed 
the Prophet's mind. Cowardice was the last thing that could be charged against 
the man who had stood against the world in a bitter fight for the truth. And so he 
went to Carthage — and to his death — with the words on his lips, "If my life is 
of no value to my friends, it is of no value to me!" 

There can be no doubt that Joseph Smith knew that he was going to his death, 
when he crossed the river to go to Nauvoo. Several things point that way. 

Shortly after the completion of the Kirtland Temple a special meeting was 
held there. Parley P. Pratt was the principal speaker. In the congregation, sitting 
side by side, were Joseph Smith and Charles C. Rich. Rich was then a young 
man of twenty-eight, and unmarried. During the course of the address by Elder 
Pratt the Prophet, putting his arm around his companion's shoulder, pulled Rich's 
head down and whispered, "Brother Parley is thoroughly imbued with the spirit 
of this work, and he will suffer martyrdom, just as I will!" This was in 1837, when 
he was thirty-three, and seven years before the Carthage tragedy. 

In the winter of 1838-9 the Prophet, with Hyrum Smith, Lyman Wight, and 
others, was incarcerated in Liberty Jail, in Missouri. He was there for about five 
months. During this time he told Lyman, "I shall not live to see my fortieth birth- 
day," but he asked Wight not to say anything about the matter until after his (the 
Prophet's) death. 

Here is the last entry in Joseph Smith's Journal: "I told Stephen Markham that 
if I and Hyrum were ever taken again, we should be massacred, or I was not a 
prophet of God." This was noted on Saturday, June 22, 1844— five days before 
his murder. 

On the way to Carthage the Prophet said to a company of Mormons: "I am 
going like a lamb to the slaughter, but I am calm as a summer's morning. I have a 
conscience void of offense toward God and toward all men. If they take my life, 
I shall die an innocent man, and my blood shall cry from the ground for vengeance, 
and it shall get be said of me, 'He was murdered in cold blood!' " 

For at least seven years before his death, therefore, Joseph Smith had a strong 
premonition of martyrdom. During five of these years he felt that he would not 
live to be forty. A few days before his death, it seems, he was certain that his 
time had come. After the twenty-second of June, 1844, the fighting prophet was 
a fighting prophet no more. 

On the twenty-seventh of June, of this year, he gave the final test of sincerity; 
he sealed his testimony with his blood! 



The Church Relief Program places square- 
ly before us a real life situation, which affords 
an excellent opportunity to- all teachers of 
the Gospel to teach the law of tithes and 
offerings. The present situation reveals 
clearly and practically what urgent human 
needs are met by the system of financing the 
activities of the Church. It is possible for 
teachers to use the details of the present need 
to demonstrate the far-flung altruistic and 
humanitarian services which the Church per- 

Many impressive aspects arise from this 
consideration. Though tithing is called "the 
Lord's tenth," it is, in fact, all expended for 
the benefit of man. It is devoted to the 
purposes of the Lord, which purposes are to 
bless and benefit mankind. None of the 
money given as tithes and offerings goes to 
Heaven, it all remains here among us to 
provide material, mental, moral and spiritual 
benefits for man. 

Specifically, it is expended to bring relief 
from sufferings due to 1 unemployment or other 
causes of impoverishment, or due to illness 
or other distress; it is used to provide and 
maintain hospitals, schools, seminaries, 
churches, temple and missionary work. All 
of these are established to' bring blessings 
to mankind. 

Every one who contributes to the Church 
becomes an active partner in these noble en- 
terprises. Becoming such a partner is a vol- 
untary act expressive of an unselfish desire 
to make possible all these great benefits to 
one's fellow men. The payment of tithes 
and offerings, therefore, becomes an evidence 
of moral and spiritual maturity. 

These principles afford teachers tangible, 
real life situations and practices which, if 
wisely utilized, will contribute to the sound 
spiritual growth of members of our Sunday 
Schools. As with other principles, the time 
to lay the best foundation is in childhood. 

Happily, it is the nature of children gen- 
erally to desire to win the approbation of 
others by acts of kindness and generosity. 
Therefore, the approach to the payment of 
tithes and offerings which emphasizes the 
nobility of becoming an active partner in 
the many altruistic enterprises of the Church, 
will readily motivate children and young 
people to express the generosity of their own 
souls by payment of tithes and offerings. 

Furthermore, vast benefits in personal 
training and development accrue to these 
young people as they seek means to contrib- 
ute as tithes and offerings. Teachers, there- 
fore, have excellent opportunities to encour- 

age thrift, industry, practical imagination 
and saving. All of these stimulate the de- 
velopment of sound habits of self-reliance, 
initiative and good management. These out- 
comes, when added to< the moral and spiritual 
gains which come from a cheerful willingness 
to share with others, afford most excellent 
teaching opportunities, full of promise of 
spiritual growth. 

We, therefore, earnestly urge all teachers 
to undertake in their Sunday School classes 
some practical project looking to the placing 
of all members of the Sunday School upon 
the ward records as payers of tithes and 
offerings. Above all, safeguard every child 
from embarrassment. Emphasize the fact 
that the amount paid is unimportant. The 
fact that the contribution should be a full 
tithing and that it should be willingly and 
cheerfully made, is important. Aim to pre- 
serve in secrecy the amount paid. Encour- 
age the pupils to go to the bishop personally 
and pay their tithes and offerings direct. 

Of course, the payment of tithes is expect- 
ed of all who< have income from wages, profit, 
rents, interest or dividends. Even children 
should be encouraged to make a contribu- 
tion of tithing from their little earnings from 
whatever source. In fact, it is excellent train- 
ing for children to give them opportunity 
and encouragement to> render useful service 
or to produce useful commodities and from 
their earnings to pay tithes and offerings. 

The payment of offerings on Fast Day 
is expected for all members. Parents can 
make a lasting impression upon children by 
letting them share expressly in the payment 
of offerings on Fast Day. 


1. Superintendency to present this plan to 
all officers and teachers in a special meeting 
or at earliest monthly report and business 

2. Teacher to lead class to list the many 
things made possible for the Church to do 
with tithes and offerings. 

3. Questions: 

a. How can we help the Church do 
these things? 

b. When is the best time to do our part? 

c. To whom should we pay tithing? 

a. What can we do to earn some money? 

e. How will it help, if we avoid wasting 
clothes, food, fuel? 

f. How will it help, if we help our 
parents save? 



June, 1936 

g. How will it help, if we raise vege- 
tables, chickens, live stock, if we do 
work around home, etc.? 

4. Arrange one two-and-one-half-minute 
talk once a month for four months on some 
phase of this Sunday School project: 

1. How a Boy can Earn Money and Pay 
Tithes and Offerings. 

2. How a Girl can Earn Money and Pay 
Tithes and Offerings. 

3. What the Church does with Money 
Paid as Tithes and Offerings. 

4. Why I like to Pay Tithing? 







Ellis Foote 



r— ft- 




^4 : 





©> i&- 

Basso marcato. 
. 1_ 









*& -* 


I come to Thee all penitent, 
I feel Thy love for me. 

Dear Savior, in this Sacrament 
I do remember Thee. 








— *-gr 

5 — S3=: 











We spread before the altar place 

These tokens of our Saviour's grace, 

And pray, O Father, unto Thee, 

That we may take them worthily. 

O sweet Communion, holy hour, 

O Day of Prayer and Peace and Power. 

We close our eyes that sight within 

May search out every trace of sin, 

And as we ponder and review, 

Our Covenants with Thee renew. 

O sweet Communion, holy hour, 

O Day of Prayer and Peace and Power. 

Resplendent day of Sacrament, 
Tis thus we seal our testament, 
For as we touch and taste and live, 
We, too, remember and forgive. 
O sweet Communion, holy hour, 
O Day of Prayer and Peace and Power. 

— Bertha A. Kleinman. 

Albert Hamer Reiser, General Secretary 


Accuracy is the supreme virtue of a secre- 
tary. It tells the world that the person pos- 
sessing it is well trained, intelligent, self- 
respecting, honest and considerate of others. 

Accuracy is a matter of training. People 
are not born accurate; they are made by 
painstaking personal discipline, drill and un- 
ending practice. Eternal diligence is the price 
of accuracy. 

It takes intelligence to be accurate. One 
must know and understand what he is doing. 
He must have a sense of its importance as 
well as the ability to doi it well. 

The person who is dissatisfied with any- 
thing which is inaccurate is generally one 
who respects himself so highly that he re- 
fuses to allow any faulty act, word or work 
of his to represent him in the world. He is 
too proud and too conscientious to permit 
his work to' brand him as slovenly, careless 
or false. 

The accurate person has enough foresight 
to be able to> foresee the consequences of his 
work and enough imagination to be able to 
picture the help he renders by being accurate 
and also the great harm he causes by being 
inaccurate. By choosing and working to be 
accurate he, therefore, evidences a disposi- 
tion of integrity and honesty. He shows 
that he senses fully his responsibility to the 
people who depend upon him to be accurate. 
He knows the disaster which can be visited 
upon innocent people as a result of inac- 
curacy, a*nd his conscience will, therefore, 
drive him to be accurate at all costs for the 
sake of those who expect him to be accurate. 

"Thus above all to himself he is true and 
it must follow as the night the day, he cannot 
then be false to any man." 

There are very good selfish reasons for 
being accurate. Even a feeble imagination 
can discover many. The noblest motive to 
accuracy, however, is to be found in the 
desire to advance the welfare of others. It 
is difficult, perhaps impossible, to think of 
an act or bit of work expected of a secretary 
which is so limited in its effect that it does 
not touch any one but the secretary himself. 

The fact is that everything expected of a 
secretary affects some one else. If a secre- 
tary makes a false report, all who rely upon 
it are misled, deceived, to their detriment. If 
some material fact about the Sunday Schools 
is omitted or inaccurately represented, stake 
and general board workers who study the 

report and try to reconstruct the condition 
and situation of the school, get a false pic- 
ture. If that picture does not do> the school 
justice, then the hard working officers and 
teachers of the school are deprived of merited 
credit. If it has the effect of over-drawing 
the school, then undue credit is given. 

Bitter embarrassment is experienced when 
one relies upon a false report and some one 
who has the facts exposes its falsity. This 
sad situation develops in even the best of 
fellowships. It is not an uncommon thing 
for a group of Sunday School workers upon 
being confronted with an adverse report to 
contest the report, sometimes even to re- 
pudiate their own reports. 

Consider the uncomfortable dilemma. If 
the report is false, the inaccuracy, careless- 
ness and indifference of the secretary is 
exposed and the person who' relied upon the 
report, presuming it to be true, is humiliated. 
If the report is true, the people who contest 
it or attack it as false, expose their ignor- 
ance of the situation or reveal their failure 
to keep themselves reliably informed. This 
exposure is especially embarrasing to people 
who presume to attack a report of a condition 
for which they are responsible. 

Therefore, the secretary's responsibility to 
others is very far-reaching and many sided. 
His accuracy is being subjected to test and 
scrutiny at all times and from many angles. 
If it breaks down, the secretary is discredited. 
If the breakdown occurs with much regularity, 
the secretary is disgraced. Thereafter his 
work is all in vain. No> one believes him 
or his reports on any subject. No one will 
dare rely upon him. He has proved to be 
untrustworthy. At the first opportunity he 
will be dismissed. 

On the other hand, if his accuracy stands 
the tests, he is believed. Every one readily 
relies upon him. The fact that he made a 
report, becomes a guarantee of truth and 
assurance that it can be relied upon, with 
safety. The secretary thereby wins a price- 
less reputation for accuracy, honesty, trust- 
worthiness and reliability. When responsi- 
bilities are to be borne, and some one trust- 
worthy is desired, the person with an earned 
reputation for reliability and accuracy is 

The accurate secretary goes on and on 
from one triumph to another, while the in- 
accurate secretary flounders in a welter of 
confusion, disorder, humiliation and distrust. 

LI B fiflfl I £ 

General Committee: A. Hamer Reiser, Chairman; 
Horace H. Cummings and T. Albert Hooper 


Installment No. 2 


No. 15- 

Last month a classification of L. D. S. 
hymns, by gospel themes, was published 
covering subjects under "A" to "C" inclusive. 
That classification is here continued. Refer- 
ences are to the old pocket hymn book, 
containing words without music. 

No. 321— 
"My valley home, my mountain home, 

The dear and peaceful valley." (Willes) 

* * * * 

"We plow, we sow and irrigate, to' raise 
the golden grain; 
And diligently labor, to independence 


* * * * 

See also No. 322 — 
"Deseret, Deseret! 'tis the home of the 
free." (Willes) 
Desire to Serve the Lord: 
No. 28— 
"Be it my only wisdom here 
To serve the Lord with filial fear." 
See also No. 193— 

"Farewell, all earthly honors, 
I bid you all adieu." 
Destruction of the Nephites: 
No. 269— 
"O, who has not searched in the records 
of old, 
And read of the last scenes of woe?" 

(P. P. Pratt) 
No. 281— 

"I have no home, where shall I go?" 

* * * * 

Thus sang the son of Mormon, when." 

(Lucy Smith) 
No. 76— 
"From all that dwell below the skies 
Let the Creator's praise arise." (Watts) 
No. 135— 
"May the grace of Christ, Our Savior, 
And the Father's boundless love." 
See also' Nos. 136, 137 and 138. 

Excellence of the Word of God: 
No. 74— 
"When quiet in my house I sit 
Thy book be my companion still;" 

"By faith the ancients sought the Lord 
From time to time obtained His word." 

No. 45— 
"Author of Faith, Eternal Word." 

No. 86— 
"Dark is the human mind, when bound." 

( Sloan ) 

* * * * 

"Lord, give us faith that we may rend." 

* * * + 

"Faith that shall pierce doubt's thickest 
Final Triumph of the Saints: 
No. 41— 
"Who are these arrayed in white." 

(De Courcy) 
No. 126— 
"With patience cultivate within 
Those principles averse to sin, 
And be prepared to enter in 
To the celestial glory." (Eliza R. Snow) 
No. 253— 

"Hark! listen to the trumpeters!" 
No. 280— 
"Children of Zion awake from your sad- 
Forbearance : 
No. 339— 
"School thy feelings, O my brother." 

(10 stanzas) 
"Noblest minds have finest feelings, 
Quiv'ring string a breath can move, 
And the Gospel's sweet revealings, 
Tune them with the key of love." 

"Hearts so sensitively molded, 
Strongly fortified should be, 
Trained to firmness and enfolded 
In a calm tranquility." (Penrose) 

No. 116— 
"He'll give His angels charge to keep." 

No. 133— 
"Great God, attend while Zion sings 
The joy that from thy presence springs." 

No. 134— 
"O God, our help in ages past, 

June, 1936 



Our hope for years to come." (Wesley) 
No. 137— 
"How firm a foundation, ye Saints of the 
Lord." (Kirkham) 

(7 stanzas) 

No. 318 — 
"Sweet is the peace the Gospel brings." 



Joseph : 

No. 251— 
"When Joseph his brethren beheld." 

No. 257— 
"When Joseph saw his brethren moved." 

(Poem of prophecy concerning the Jews) 


Omniscience and Omnipresence 0/ God: 

No. 112— 

"Lord, Thou hast searched and seen me 
* * • * 

"Amazing knowledge, vast and great!" 


Plan of Salvation: 
No. 262— 
"The glorious plan which God has given." 

(John Taylor) 
Practical Religion: 
No. 99— 
"May we, who know the joyful sound, 
Still practice what we know, 
As hearers of the word be found, 
And doers of it, too." 

(5 stanzas) 

No. 113— 
"Come, let us purpose with one heart." 

(4 stanzas — extol homely virtues) 
No. 311— 
"A Saint! and is the title mine, 

Or have I but the name?" 

* * * * 

(9 stanzas: A searching challenge) 
No. 363— 
"Uphold the right, though fierce the fight." 

No. 8— 

"Praise to God, immortal praise." 
No, 11— 

"To Him who made the world." (Phelps) 
No. 29— 

"Come, we that love the Lord." (Watts) 
No. 79— 
"For the strength of the hills we bless 
No. Ill— 
"To Thee, O God, we do approach 
With gratitude and praise." (Lyon) 
No. 114— 
"With all the power of heart and tongue." 


No. 137— 

"Glory to God on high." (Boden) 
No. 232— < 

"To Him who rules on high." (Clegg) 
No. 235— 

"Earth with her ten thousand flowers." 


No. 241 — 
"The great and glorious Gospel light." 


No. 6— 
"See! all creation joins 
To praise th' eternal God." (Phelps) 
No. 14— 
"Come, all ye Saints who dwell on earth." 


No. 145— 

"I know that my Redeemer lives." 
No. 368— 
"Sing the sweet and touching story, 
Of the babe in Bethlehem born." 

(E. B. Wells) 

No. 34— 
"Prayer is the soul's sincere desire." 

( Montgomery ) 

No. 381— 
"Sweet hour of prayer!" (Walford) 
Prayers for the Holy Spirit: 
No. 42— 
"Spirit of Faith, come down. 
Reveal the things of God." (Wesley) 
No. 43— 
"Come, Holy Ghost, our hearts inspire." 


No. 49— 
"Sweetly may the blessed Spirit 
On each faithful bosom shine." 
No. 93— 
"As the dew from heaven distilling, 
Gently on the grass descends." 

(P. P. Pratt) 

Pre-existence of Man: 
No. 130— 

"O my Father." (Eliza R. Snow) 
No. 312— 
"My Father in Heaven, and dear kindred 
there." (Morton) 
No. 22— 
"God moves in a mysterious way." 

(To be continued) 


General Board Committee: John T. Wahlquist, Chairman; 

James L. Barker, Vice Chairman; Frank K. Seegmiller, A. Hamer Reiser, 

M. Lynn Bennion, Earl J. Glade 

Note: For the third consecutive month 
this space is devoted to training teachers 
in service. Classes for prospective teachers 
are closed for the summer vacation. New 
classes for new trainees will start immediately 
after the October Conference. 


The hearty rfcsponse to previous bibli- 
ographies gives additional assurance of the 
value of the citations pertinent to the topic 
of the fourth special union meeting; Lesson 
Enrichment through the Use of Equipment: 

Fourth Union Meeting 

Charters, W. W. — Motion Pictures and 
Youth — Deals with some of the psycho- 
logical effects of motion pictures on chil- 

Dale, Edgar — Hour To Appreciate Motion 
Pictures — An excellent manual for teaching 
motion-picture appreciation in the high 
school. The book represents a long and 
careful study; it was used first in three 
mimeographed editions and one printed 
experimental edition before it was finally 
released in its present form. Without 
doubt, the best material of its kind in the 

Dalgliesh, Alice — Picture Books for Today's 
Children — Evaluates selected list of new 
books for young children. 

Forman, Henry James — Our Movie Made 
Children — Sets forth facts collected by a 
group of investigators during four years of 
study in a dozen cities. Discusses movie- 
going habits of children; the nature of the 
pictures; and their influence on sleep, on 
general well-being, and on mental, emo- 
tional, and moral development. 

Harley, Alexander M., and Astell, Louis A. — 
Music Appreciation through Visual Aids 
— A description of different types of visual- 
aid materials for use in music instruction. 

Lewin, William — Photoplay Appreciation in 
American High Schools — Reports the re- 
sults of a nation-wide experiment in photo- 
play appreciation conducted by the Com- 
mittee on Photoplay Appreciation of the 
National Council of Teachers of English. 
The monograph discusses the photoplay as 
a factor in education, analyzes habits and 
ideals of young people as related to motion 
pictures; describes techniques employed by 
teachers in conducting photoplay-study 
groups, and discusses principles and meth- 
ods in motion-picture appreciation. The 
committee's findings, recommendations, and 
conclusions are especially valuable. 

O'Day, Laura— Museum Adventures in Ge- 
ography — Reports experimentation by the 
Buffalo Museum of Science with the use 
of visual aids in developing geographic 

Stahl, Edgar A. — A Small Comprehensive 
Shop — The author describes an industrial 
shop designed to afford the maximum of 
exploratory experience for the junior high 
school boy at the minimum of cost in 
money, space, and time. The floor plan 
is shown, the instructional activities are 
briefly outlined, and the equipment is com- 
pletely listed. 

Wilkinson, Mary S. — The Right Book for 
the Right Child — An annotated list select- 
ed by a subcommittee of the Committee 
on Library Work with Children of the 
American Library Association and graded 
by the Research Department of the Win- 
netka Public Schools. The first eighteen 
pages list books for pre-school children; 
the next sixteen pages, books for primary 
school children. 

Witty, Paul A., and Lehman, Harvey Cv — 
The Collecting Interests of Town Chil- 
dren and Country Children — A quantita- 
tive and analytical comparison of the col- 
lections of nearly two thousand country 
children with those of city children pre- 
viously reported. 

Zachari, Elizabeth D. — Field Trip Experi- 
ences in the Intermediate Grades — States 
values of field experiences, requisites of 
good field work, and gives concrete il- 
lustrations of valuable field work done in 
Louisville. Kentucky. 


The July session will likely be devoted 
to one of the Topics in the special four- 
Union-Meeting Plan (see the January issue). 
Otherwise, it should be devoted to one of 
the optional Topics (see the February is- 
sue) . 

Optional Topic No. 1 — Growth in Service. 

Optional Topic No. 2 — Capitalizing upon 

All stakes should complete the special four- 
Union-Meeting Plan before October, when a 
new series of topics will begin. 

The September Union-Meeting will be in 
the form of a "check-up" on lesson enrich- 
ment Note the special Projects outlined in 
the fourth plan: Lesson Enrichment through 
the Use of Equipment. 

Note: See the references under Teacher- 


General Board Committee: Tracy Y. Cannon, Chairman; P. Melvin Petersen, Vice-Chairman; 
Edward P. Kimball, George H. Durham, Gerrit de Jong and Wallace F. Bennett 

Lesson Enrichment: A New Opportunity 
for Sunday School Musicians. 

The practice song is No. 89, "God Speed 
the Right." 

The new plan for lesson enrichment in 
the Sunday Schools brings to the choristers 
and organists a greater opportunity for serv- 
ice than they have ever had before. Their 
contribution to the Sunday School's success 
is no longer limited to music in the opening 
and closing exercises. Now they can have 
a part in the successful presentation o>f the 
lessons in the class room — can render valuable 
assistance in every department. Moreover, 
the lesson enrichment plan, if used properly, 
will provide many new projects for the mu- 
sic department in Union meeting. In every 
way, it marks a step forward for the Sunday 
School chorister and organist. 

The purpose of the lesson enrichment plan 
is to bring spiritual appreciation and living 
beauty to the teaching of the Gospel in our 
Sunday School classes. Teachers who use 
lesson enrichment will strive to bring out its 
beauties by finding appropriate supplementary 
material in fields outside the generally accept- 
ed religious books and themes. They will 
turn to music, art, literature, the spoken 
word, the lives of their own pupils; in fact 
to any source from which they can draw 
corroborative living evidence and interpretive 

This is a high ideal of teaching, but it has 
many practical aspects. Before the teacher 
can use enrichment material, he must find it. 
In his search for enrichment material in the 
field of music, it is perfectly logical that he 
should turn to us in the music department. 
So we must be prepared to answer that 
call, with practical suggestions. 

One of the first sources of supplementary 
material every teacher will seek to use is 
our own Song Book. It has many ad- 
vantages. It is available in every Sunday 
School. The pupils are all reasonably fa- 
miliar with its contents. It covers the whole 
range of Gospel themes. Both chorister and 
organist may be presumed to know more 
about the songs in that book than any of 
the other officers and teachers in the school. 
They must expect the teachers to bring to 
them the problem of selecting appropriate 
songs to be sung or read in the class rooms. 
And they must be prepared to make sug- 
gestions, not from a rather hazy memory of 
the songs that are most frequently sung, but 

from a rather complete knowledge of the 
word content of all the songs in the book. 

Another valuable source of inspirational 
material with a musical background lies in 
our L. D. S. Hymn Book. Many of the 
hymns it contains are rarely heard nowadays. 
We seldom use all the stanzas of those we 
know best. We choristers and organists 
should know more about them than any one 
else, however. 

Musical enrichment material need not be 
limited to our own religious musical literature. 
The field of sacred music generally should 
prove a fertile one. Many lessons can be 
illustrated by the use of well chosen secular 
songs. Sometimes instrumental music will 
provide the perfect climax to a lesson, as 
"The Nephite Lament" must have done at 
the dedication of the monument on Hill 
Cumorah last summer. The chorister and 
organist should be prepared to give helpful 
suggestions and sound advice in all these 

This plan of lesson enrichment is a per- 
manent one and preparation to give this ser- 
vice should become a definite part of Union 
meeting of the music department. As the 
teachers, themselves, develop their ability to 
use lesson enrichment, many new projects 
can be found, but now, at the beginning, 
three obvious tasks suggest themselves: 

1. The music departments, both stake and 
ward, should assist in carrying out the defi- 
nite demonstrations called for in the Four 
Union Meeting Plan. (See January In- 
structor, p. 6-a.) 

2. The members of the music department 
must familiarize themselves with the lesson 
content for each of the teaching departments, 
both as to the scope of the yearly programs 
and the actual outline of the monthly lessons, 
in order that they may know the lessons they 
will be called on to help enrich. 

3. They should begin at once, through an 
assigned division of responsibility, to assem- 
ble their own classifications of our own 
religious songs by word content, and if pos- 
sible, by teaching department requirements, 
so their suggestions will be varied and prac- 

These projects and many others to the 
same end can best be carried out most suc- 
cessfully if the Union meeting session of the 
music department can become a clearing 
house, to which each stake and ward chor- 

(Continued on page 231) 


General Board Committee: Alfred C. Rees, Chairman; Adam S. Bennion, Vice-Chairman 
Assistants: Mrs. Elizabeth McKay Hill, Mrs. Mary Grant Judd and Mrs. Ida D. Rees 

General Subject: The Ideals of Mormon Womanhood 



Lesson 27. For August 2, 1936 

Objective: To teach that our social rela- 
tions offer a constant challenge to our alert- 
ness, caution, and power of control. 

Method: This lesson maywell be handled 
under three topics: - (1) There are social 
problems to meet, (2) There are worldly 
ways of looking at these problems, and (3) 
There are spiritual ways of looking at them. 

Let the class see that laws and institu- 
tions such as the home, the school, the 
church, and social arrangements are for so- 
ciety as a whole. That the individual faces 
problems in adjusting to this social whole. 
Robinson Crusoe alone on his island had no 
such problems but I, myself, today will reach 
my highest plane by patterning my behavior 
according to the best forms, traditions and 
usages. (Refer back to lesson.) 

The class may know that modern, worldly 
thought tends to make much of the idea that 
we are biological animals and so must gratify 
"» the sex urge; that divorce and companionate 
marriage are easily justified; that tobacco 
and liquor are necessary for our pleasure. 

Bring out strongly the thought that, as 
Latter-day Saints, we are not at the mercy 
of all of the new, and often dangerous pro- 
posals. We are blessed with having definite 
word from the Lord in regard to these 
things. Our only safety and happiness comes 
from following strictly these laws, which call 
for personal purity, chastity, marriage for 
eternity and abstinence from the use of to- 
bacco and liquor. Our conception of the 
creative power is infinitely higher than the 
worldly views. We are the children of God, 
heirs to his Kingdom. "As God now is we 
may become." 

Let the girls decide that it is best to keep 
out of the danger zone, not to risk getting 
near the precipice. 

The teacher may close the lesson with a 
brief summary of the principal points and a 
restatement of the objective. 

Lesson 28. For August 9, 1936 

Objective: To teach that our adherence to 
our ideals calls for our adherence to the 
teachings and practices of the Church. 

Method: As an assignment each member 
might be asked in advance of the class to 
plan out definitely one day for herself, writ- 
ing down a list of things to be accomplished 
and then following the plan through. Let 
her report and compare this day with other 
planless days. 

The lesson could be given with the help 
of a blackboard. Write as a heading, "I 
promise the kind of woman I want to be 
to do the following:" Let the class mem- 
bers make a list on the board of the definite 
ideals they have before them as Mormon 

Have the second question of the lesson dis- 
cussed at this point. Lead the class to see 
that indefinite, hazy ideas of being good 
will not lead us to attain our ideals. We 
must get out of generalities into specific prac- 
tices and objectives. 

Bring out the fact that the gospel includes 
all of our ideals and that we may expect the 
help of the Spirit of the' Lord in our en- 
deavors to reach perfection. 

Have the story in the text read, and the 
stanza from Lowell's poem recited by the 

The third, fourth and fifth questions would 
make good assignments for two-minute talks. 
But make the assignments one week in ad- 

As a conclusion, the teacher could name 
over the principal points that have been con- 
sidered: "what ideals are; why they must be 
definite," that the ultimate aim is perfection, 
that the gospel includes all of our ideals. 
Then state that it takes years to build up a 
defense that will stand all the crucial daily 

Lesson 29. For August 16, 1936 

Objective: A tortured soul is the price of 
yielding to the enemy in the contest against 

Method: Refer back to Lesson 7 — Value 
and Fruits of Free Agency, Lesson 15, Our 
Dual Nature, and Lesson 16, Conflict for 

On the board could be written "A stream 
can either destroy a field or irrigate it." 

Pictures would help in this lesson. From 
magazines and text books find those which 
point the contrast between individuals who 
adhere to ideals and those who capitulate 
to evil. Pictures of happy men and women 

June, 1936 



enjoying home life and legitimate pleasures 
put side by side with pictures of unfortunates. 
These should be in place before the class 
comes in. 

The teacher could outline briefly the points 
in the lesson. We are to consider the con- 
tinuous warfare between good and evil 
waged through temptations that hue us from 
the right path; the price we pay for capitu- 
lation; and the strength we gain from resist- 
ing evil. 

Now discuss questions 1 and 4. 

Next could come a discussion of the in- 
sidious beginnings of evil and the terrible 
results if not checked. The weakening of 
the will and the bondage of bad habits should 
be discussed. 

Name some polite, but firm, ways of re- 
fusing to partake of things we know are 
wrong. We need not ruffle or offend those 
who ask us to participate. 

Illustrate by a story that strength and 
happiness come from gaining the mastery in 
the conflict between good and evil. 

The teacher may, as a conclusion, sum up 
again the points that have been considered 
and that were outlined at the beginning of 
the lesson. 


Lesson 30. For August 23, 1936 

Objective: To teach that girls should 
choose carefully their daily associates early 
in life, from whom they may select a life's 

Method: By previous assignment, let 
girls discuss the four questions given with 
today's lesson. Let a mother state how 

mothers should exert a guiding influence with 
their daughters on questions of associates, 
both male and female. 

Here is an opportunity to go back to the 
original subjects, where it was pointed out 
that we, in the spirit world, yearned for the 
privilege to come into this world to take on 
bodies, so that we might continue our pro- 
gram of progress and development; how an 
eternal marriage is part of that program; how 
shortsighted it would be for any girl in the 
Church who has come thus far, to deny her- 
self further progress by failing to be mar- 
ried in the temple. Compare it with a jour- 
ney. Why start out on the right road, then 
suddenly turn into a side road that does not 
lead to your destination? Why not stick to 
the main road? 

In a few words, explain the meaning of a 
temple marriage in terms of mutual inter- 
ests, mutual objectives. Explain how such 
a marriage opens the way to the children, 
who will bless your home, to their eternal 
glory. Such a marriage blesses you and all 
your posterity. 

Stress the need for early teaching this 
subject in the home, before the girl reaches 
the marriageable age. Call attention to the 
disappointments and regrets that come to 
our young people who have rashly or un- 
wisely forgotten the real, big purpose of 
their living. By previous assignment let a 
girl read the glorious blessings and promises 
made by the Lord to those who are married 
in the temple and then continue to live lives 
pleasing to the Lord. See Doc. and Cov. 
Sec. 132, verses 19-24. 

August 26, 1936 
Open Sunday 


{Continued from page 229) 

ister and organist brings a definite contribu- 
tion, and from which he takes, in permanent 
written form, the total suggestions of all 
contributors. In this way the Union meeting 
session, itself, can be enriched and we, in 
the music department, can make an adequate 
contribution to the success of the inspiring 
new lesson enrichment plan. 


The following list of music contains se- 
lections suitable for preludes, sacramental 
music, etc. The best way to select music 
is to order it on approval and then go through 
each book in order to determine which ma- 
terial is most suitable. The selections pub- 
lished by Lorenz are easy, but there is a 
somewhat monotonous similarity in the ar- 
rangement of the numbers. These books, 
however, are useful and have given good 
service. The Classic and Modern Gems is 
a good volume and recommended. The vol- 

ume by Murray also contains many useful 
selections arranged from the classics. 

38 Voluntaires for Reed Organ, Schirmer 
Edition — $1.00 — all by one composer. 

Classic and Modern Gems, Presser Edition — 
$1.25 — good. 

The Organ, Molineux Edition — $1.25 — there 
are over 20 volumes in these containing 
good material, but the supply is limited. 

39 Organ Preludes, Lorenz Edition — 75c. 
Lorenz's Three Staff Organ Folio, Lorenz 

Edition — 75c — for pipe organ. 

The Organist No. 4, Lorenz Edition — 50c. 

Lorenz' Church Pianist No. 1, Lorenz Edi- 
tion — 75c — sacred piano music. 

The Organ Service Folio', Lorenz Edition — 

100 Voluntaries Preludes-Interludes, Presser 
Edition— 75c — classic style. 

Murrays 100 Voluntaries, Church Edition — 
$1.00— good. 




For Members of the Melchizedek Priesthood and Men 
and Women Over 20 Years of Age, Not Otherwise 


General Board Committee: George M. Cannon, Chairman; Frederick J. Pack, Vice-Chairman; 

Mark Austin, Herbert B. Maw. 


(Job, Chapter 32, Verse 8) 
"But there is a spirit in Man: and the inspiration of the Almighty giveth them 


Lesson 23. For August 2, 1936 

This is another powerful lesson. To sug- 
gest that you start the class period by having 
a very good reader read from the Quarterly, 
the quotation from Tolstoi which begins 
under the subtitle, "Rewards" of Indulgence 
and Avarice, is to suggest a gloomy, but 
nevertheless a vivid and impressive begin- 

By all means, however, do not let this 
gloom prevail. Rather by contrast show 
the glory of spiritual growth as manifest in 
giving the things and purposes of the spirit- 
ual life dominance over the carnal appetites. 
The overcoming of selfishness, by giving; 
the development of sublime selfishness by 
devoting one's life, time, treasure and talent 
to the advancement and welfare of others — • 
these are the manifestations of spirituality 
which you must give greatest prominence 
by your emphasis in the class discussion 
in order to realize the objective of this les- 

The grandeur of the spiritual life is abun- 
dantly illustrated in the careers of such peo- 
ple as Jane Addams, Sir Wilfrid Grenfell, 
Abraham Lincoln; Joseph Smith and the 
other Presdients of the Church; ancient and 
modern apostles and even in the careers of 
humble and obscure people about us who 
devote themselves unselfishly to our physical, 
moral, cultural and spiritual well-being. 

The joy which comes from forgetting our- 
selves, from losing ourselves in advancing 
a noble cause or in some unselfish service 
so far transcends the pleasure gained from 
the gratification of selfish desires, that the 
contrast is impressive, 

Again the questions in the Quarterly, if 
purposefully assigned in advance, will help 
you develop this lesson effectively. 

The outline below will unify the materials 
of the lesson from the teachings- of the 
Beloved Apostle. 


I. Purpose of man's earth life. 

a. To live abundantly. 

b. The perfecting of the individual. 
Free agency, the first essential in 
attaining perfection. 

II. Relation of self-control to spiritual ad- 

a. First commandment, subdue — con- 

b. Relation of the law of sacrifice to 
the overcoming of selfishness. 

c.' Divine lessons in Jesus' Temptations. 
III. John's emphasis of the principle of 

a. See Revelation 2:7, 17, 26; 3:5, 12, 

b. In this he follows the admonition of 
the Master (John 16:33). 

Objective: Strength of character, soul 
serenity, and eternal happiness come to him 
who is master of appetites, desires and pas~ 

Lesson 24. For August 9, 1936 

A joy-bringing spiritual experience easily 
within reach of all who are diligent and 
faithful is the subject of this impressive 
lesson. The familiar first principles of the 
Gospel are here treated as living principles, 
vibrant with the energy of the abundant life. 

One completes a reading of the lesson 
Quarterly persuaded that here a profound 

June, 1936 



spiritual truth, as invigorating as life-giving 
sunshine and pure air, is generously offered 
to mankind on terms of compliance with 
the laws and ordinances of the Gospel. 

The more one reads the lesson Quarterlies 
of this course, the more confirmed he is in 
the feeling that every one should read them, 
if he is to receive the fullest inspiration from 
the course. 

Teachers can, therefore, perform a service 
which will be deeply appreciated by class 
members for a long time to come, if they will 
make ample provision for and give liberal 
encouragement to the reading of the Quarter- 
ly. The class period offers a good op- 
portunity to build up the interest and eager- 
ness of the members to that end. 

One good practice is to assign to the very 
best reader in the class, the reading aloud 
to the class of carefully selected, choice 
passages from the lesson. In this lesson 
the section entitled "Four Essential Require- 
ments for Entrance into the Spiritual Realm," 
is especially worthy of this treatment. 

The verses by Dr. Babcock might also 
be read to the class with good effect. 

Many are the testimonies which might be 
borne by members of the class about their 
own spiritual experiences with reference to 
the transforming power of the Holy Ghost. 
The questions in the Quarterly will be found 
to be thought-stimulating and impressive. 

The lesson will be complete when all the 
author offers upon the subject has been en- 
joyed by members of the class either by their 
own reading or by hearing selected readings 
in the class and when the members have 
thereafter had some opportunity to enjoy 
the free flow of the spirit of their own testi- 

The following outline is offered to give 
you a command of the parts of this lesson 
and to point to the goal toward which it 
leads. Note the objective and the applica- 

Text: John 3:1-21. 

Objective: The things of God are known 
only by the spirit o[ God. 

I. True Life Dependent Upon the Sub- 
jection of Animal Tendencies and In- 
Jesus and Nicodemus. 

II. Four Fundamentals Essential to the 
Abundant Life. 

a. Spiritual vision. 

b. Born of the water. 

c. Bestowal of the Holy Ghost. 
Companionship and guidance. 

d. Total relinquishment and continued 

III. Strength and noble aspirations. 

Application: How the spirit of God may 
be obtained. 

Lesson 25. For August 16, 1936 

Again there can be no adequate substitute 
for reading the lesson Quarterly as a means 
of getting the author's message upon this 
impressive subject, direct from him. Even 
when this is done before the class meets, 
there are parts which can with great profit 
be read again in the class. 

Have the very best reader available read 
liberally from Wm. Wordsworth's "Ode on 
Intimations of Immortality," a portion of the 
fifth stanza of which is quoted at the be- 
ginning of this lesson in the Quarterly. The 
first, second, fifth, sixth, seventh and last 
stanzas at least should be read, if time is 
limited. This famous "Ode" will be found 
in any of the following: Any of the com- 
plete works of Wm. Wordsworth, "One 
Hundred and One Famous Poems," "The 
Le-Galliene Book of English and American 
Poetry, "The Standard Book of British and 
American Verse" and in virtually every 
large collection of English and American 

Also have read selected parts of the Quar- 
terly, at least, the section entitled "Grada- 
tion of Spiritual Intelligences." ■ If this is 
read, without haste, deliberately, solemnly, 
impressively and you allow a moment or 
two of profound silence to follow immedi- 
ately upon the conclusion of the reading, 
members of the class will be rendered tem- 
porarily speechless, lost in reverent contem- 
plation of the profound meaning and of the 
majestic vision which this message offers. 

After a moment or two of this silence is 
allowed for calm reflection, quietly and sol- 
emnly ask the members of the class to con- 
sider what a profound blessing it would 
be to their children, if they would accept in 
its fullness the view of the majesty of the 
immortal, eternal, human soul, which this 
lesson so clearly presents. 

For the discussion period, lead members 
to answer the questions which appear at 
the end of the lesson in the Quarterly. 

Have some one relate a parable of the 
Savior which illustrates the principle, "Unto 
every one which hath, shall be given." (Luke 
19:11-28) And consider this in connection 
with Abraham 3:22-26. Pearl of Great Price. 

The outline below clarifies the parts of the 
lesson and states the objective: 

Text: John 1:1-5. 

Introduction — Quotation from "Intimations 
of Immortality" — Wordsworth. 

I. Significance of phrase, "In the begin- 

a. Pre-existence. 

b. Effect upon John. 

As shown in his frequent references. 



June, 1936 

II. Jesus Born into Mortality. 

a. Significance as to pre-existence. 

b. Application to man generally. 

III. Man's Diverse Conditions Explained. 

a. Gradation of intelligences. 

b. Testimony of Abraham. 
Objective: Though man is an eternal 

being, his progress in any probation depends 
upon his own choice and efforts. 


Lesson 26. For two Sundays, 
August 23 and August 30, 1936 

"The world stands out on either side 
No wider than the heart is wide; 
Above the world is stretched the sky, — 
No higher than the soul is high 
The heart can push the sea and land 
Farther away on either hand; 
The soul can split the sky in two, 
And let the face of God shine through. 
But East and West will pinch the heart 
That cannot keep them pushed apart; 
And he whose soul is flat — 
The sky will cave in on him by and by." 
— Edna St. Vincent Millay. 

In this guaint poetic form a delightful 
modern poetess expresses the theme of our 
lessons for two Sundays. 

Life is as rich, full and deep as we make 
it. If it is narrow, crushing, small, we must 
look to ourselves and our ways of living. 
"As he thinketh in his heart, so is he." (See 
Proverbs 23:6-7) 

The profoundly important principle of the 
power of thought over human action is the 
subject to be stressed in these lessons. Di- 
vide the subject in two parts and devote one 
Sunday to each part. 

For Sunday, August 23, 1936 

The first part, with illustrations of the 
principle, makes the subject of the lesson for 
August 23, 1936. The following outline of 
this part is offered to suggest scope and 

Subject: Universal Principles. 
Text: / John. 

I. The Relation of Doctrine to Conduct. 
"As a man thinketh in his heart, so he 

■ it 

II. The True Test of Testimony. 

a. Consistency in belief and acts. 

b. John's philosophy. 

III. On Cherishing Ill-Will and Animosity. 

a. Love and truth bring freedom. 

b. Hate, ill-will inhibit. 

Objective: Noble thoughts and feelings 
lead to noble acts, and promote health and 
happiness; evil passions undermine one phys- 
ically, morally and spiritually. 

Excellent illustrations are available. See 
Matthew 5, verses 21-37. Here Jesus ex- 
panded the principles underlying the Ten 
Commandments by showing that the act 
or acts which constituted violations of these 
great laws were the mere results of the 
true cause, namely the thoughts or desires 
which prompted the act. He went behind 
and beyond the act and condemned the 
thought or desire from which the act sprang, 
as the source of the harm or sin. 

Modern law is patterned after similar 
thinking. In crimes and certain private 
wrongs, proof of the act which caused in- 
jury to another or the violation of law is not 
sufficient. The motive which prompted the 
act must be established before a complete 
judgment of guilt can be formed. 

The great importance of the power of 
thought and belief upon our actions is well 
stated by two modern psychologists. One, 
D. W. LaRue, in his book Mental Hy- 
giene, published by The Macmillan Co., 
says, "Large minded religious permits to 
gratify every legitimate desire, and it sup- 
ports us, under shock, as nothing else can. 
It helps one to establish a strong mental 
constitution, to maintain a self-assured, high- 
level integration, and to practice the per- 
sonality he wishes to be. . . . The religious 
type of character, serene, fearless, loving, 
patient, self-confident, but not self-seeking, 
free from consuming emotions, loyal to the 
good, is the type, other things being egual, 
best adapted to maintain mental health." 

The other is Dr. Henry C. Link, whose 
book, The Return to Religion, also pub- 
lished by Macmillan Company is an im- 
pressive testimonial to the power of re- 
ligion in shaping happy and successful hu- 
man lives. This testimony is particularly 
valuable because the author, though he be- 
gan his career as a faithful church man, 
became an agnostic, but later discovered 
that in his scientific treatment of many peo- 
ple he was applying principles of religion. 
He says, "A great variety of incidents like 
this gradually forced me to realize that the 
findings of psychology in respect to person- 
ality and happiness were largely a redis- 
covery of old religious truths." 

In another place he says, "The mind 
coupled to religion, is a stronger mind." 

In a chapter on "Sunday School" he says, 
"From a psychological as well as from a 
common-sense point of view, the greatest 
source of help is religion." "There is no 
rational substitute for the supernatural pow- 
er which the unquestioned belief in a Divine 
Being and a divine moral order confers." 
"Religion is the only unifying and ever- 
present force which can help to solve the 
inevitable moral and intellectual conflicts of 
parents, children and society at large. In a 

June, 1936 



world of change and rebellion to authority, 
God is the only fixed point." • "The child 
upon whom the existence of God, as a su- 
preme arbiter of good and evil, has been 
impressed early in life, has already acquired 
the basic motive in developing good habits." 

The book is full of just such excellent 
statements. It is one of the most emphatic 
tributes to the power and value of religion 
in promoting human happiness that have been 
published in many a year. A condensation 
of it appears in the June, 1936, issue of The 
Readers Digest, and an editorial comment 
in the May issue of The Instructor, titled 
"It All Comes Back to God." 

So for the first class period stress the ob- 
jective stated above using these quotations 
and illustrations or others like them. 

For Sunday, August 30, 1936 

For the second class period, August 30, 
1936, apply the same principle specifically 
to distinctly Latter-day Saint beliefs and 
practices. For example: How is one's con- 
duct influenced by the practice of prayer? 
This subject can be profitably discussed un- 
der these heads: (1) Praying is an expres- 
sion of faith; (2) a manifestation of belief 
in God; (3) of a desire to live righteously. 
Explain the statement credited to Brigham 
Young: "Sin prevents prayer; prayer pre- 
vents sin." 

Another distinctly Latter-day Saint belief 
and practice and its influence upon human 
conduct: Marriage for time and eternity. 

Describe the kind of life one must neces- 
sarily live who sincerely believes that he is 
a son of God. What attributes of Deity 
would he possess to the degree that it is 
possible for a human being to possess them? 

Likewise, what kind of person would one 
become, who earnestly and conscientiously 
strove to do what he thought Jesus Christ 
would do? (See below — "The Kind of Thing 
Jesus Christ Would Do.") 

What should be the effect upon the con- 
duct of a man, of the belief that Joseph 
Smith is a prophet of God? 

Why is Mormonism such a powerful fac- 
tor for happiness? What opportunities does 
the Church offer for living the abundant 
life? Name some principles of the Gospel 
which promote mental health. 

"The Kind of Thing Jesus Christ Would 

"There is one vivid picture from my life 
in India which I should like to paint here. 
One Sunday night a young Indian graduate, 
on whose forehead were painted the sym- 
bols of a heathen god, came to tell me that 
he had decided to become a Christian. As 
we talked in the moonlight in my garden at 
Madras, it came out that he was a keen 
student of the Gospels, and had been cap- 
tivated by Christ. I discovered that for 
some time he had been gathering little out- 
cast children on to his veranda and teach- 
ing them their letters. When I asked him 
why he did this, since it involved the break- 
ing of his caste rules, his reply was as sim- 
ple as it was sublime: 'I thought it was the 
kind of thing Jesus Christ would do.' I 
discovered also that in an important exam- 
ination, when pens would not go round and 
a man next to him was writing in pencil 
with the risk of having his papers disquali- 
fied, this man lent him his fountain pen 
and himself took the pencil. His reason 
was the same: 'I thought it was the kind of 
thing Jesus Christ would have done.' I 
asked him the question any one would have 
asked: 'If you have studied the Gospels, 
and been so attracted to Christ and so caught 
his spirit, why did you not become a Chris- 
tian before?' I shall never forget his an- 
swer, 'I am attracted,' he said, 'but Christ 
demands the carrying of a cross and abso- 
lute surrender, and I would not become a 
Christian before because I wasn't prepared 
to go all the way.' We stood there in my 
garden, I with the collar that symbolizes 
the Christian ministry, and he with his fore- 
head painted with the marks of a heathen 
god, but I knew who was the better Chris- 
tian of the two, and it wasn't I." — From 
Leslie D. Weatherhead, Jesus and Ourselves. 


The rose's ardent blush and smile 

Is June time's scented sacrament 

That hallows Life's long dreary mile 
With Beauty's holy revealment. 

The Spirit's inner light and glow 
Is the Soul's sainted sentiment 

That exalts yearning hearts that know 
Truth's ineffable revealment. 

— Nephi Jensen. 




For Elders and Other Young Men and Women of 19 and 20 Years of Age 
General Board Committee: Robert L. Judd, Chairman; James L. Barker, Vice-Chairman; 

Carl F. Eyring 



(I Cor. 2:11) 

"For what man knoweth the things 
of a man, save the spirit of man which 
is in him? Even so the things of God 
knoweth no man, but the Spirit of God." 



Lesson 26. For August 2, 1936 

Texts: Articles of Faith, Talmage, pp. 
283-295, and Appendix 15. 

Objective: The tendency of external proof 
of the authenticity of the Book of Mormon 
furnished by American antiquities becomes 
strong when united with the testimony of 
witnesses and the evidences furnished by the 
book itself. Such external evidences do not 
alone furnish absolute proofs of the claims 
of the Book of Mormon. 
Suggested Material Outline: 
I. External Evidences Furnished by Amer- 
ican Antiquities. 

External evidences may be listed as 
follows: "1. Beyond question the ruined 
cities and temples and other monuments 
of antiquity, found in many parts of 
America, furnish the most positive evi- 
dence that in ancient times the western 
world was occupied by great and civil- 
ized races of men- — conditions that are 
described in the Book of Mormon. 2. 
The monuments of this civilization are 
found where the Book of Mormon re- 
quires them to be located. 3. The mon- 
umental evidence is to the effect that 
successive civilizations have existed in 
America in ancient times; and the older 
civilization has left the most enduring 
monuments — a condition required by the 
Book of Mormon accounting oi things. 
4. The chief center of this ancient Amer- 
ican civilization, and its oldest and most 
enduring monuments, are in Central 
America, where the Book of Mormon 
locates its oldest race of people, and 
where civilization longest prevailed; and 

it is also the center from which civiliza- 
tion, beyond question, extended north- 
ward into Mexico, and into the Mis- 
sissippi and Ohio valleys — another 
thing required by the Book of Mormon 
accounting for things. 5. The evidence 
exists that these ancient civilizations 
were overthrown, and were succeeded 
by a period of barbarism, in which 
condition, for the most part, the in- 
habitants of the western hemisphere 
were found when America was discov- 
ered by Europeans in the fifteenth cen- 

"It is not insisted upon that the evi- 
dences which American antiquities af- 
ford are absolute proofs of the claims 
of the Book of Mormon. Mormon 
writers go no further than to say that 
there is a tendency of external proof 
in them; and when this tendency of 
proof is united with the positive, direct 
external testimony which God has pro- 
vided in those witnesses that he himself 
has ordained to establish the truth of 
the Book of Mormon, the three witnesses 
and the eight, this tendency of proof 
becomes very strong, and is worthy of 
most serious attention on the part of 
those who would investigate the claims 
of this American volume of scripture, 
the Book of Mormon." {Comprehensive 
History of the Church, Roberts, Vol. I, 
pp. 173-175) 
II. The American Aborigines. 

According to American archeologists 
civilization in America can be divided 
into three general sub-divisions: First, 
the Archaic, representing the people 
that date back to the indefinite past, 
perhaps a few thousand years B. C 
These, in turn, were replaced by wha. 
we call the Toltec-Mayan civilization, 
who seem to have appeared on the 
horizon somewhere near five or six 
hundred years B. C, and reigned su- 
preme down to five or six hundred years 
A. D. From the sixth or seventh cen- 
tury to the eleventh or twelfth century 
A. D., the light of learning seemed to 
have burned low in America. About 
the twelfth century, however, a new 
group of people, the modern Aztecs, 
moved southward, and occupied the re- 

June, 1936 



gion that had been allowed to fall into 
decay and ruin by the Toltec-Mayan 
peoples. The Moundbuilders of our 
Mississippi valley and Eastern states 
are likely to be correlated -with the 
Toltec-Mayan peoples, and perhaps the 
pre-Basketmakers of this Western area 
are to be correlated with the same peo- 

Archeologists, just because they des- 
ignate the American Indian as a Mon- 
gol, would not wish to infer that Amer- 
ica might not have been in contact with 
other peoples. Certain traits found 
among Indians of the northern part 
of South America and Central America 
have led many investigators to suggest 
that America might well have been con- 
tacted at some time by Mediterranean 
peoples. Again, the culture of our 
Polynesian Islands and the Easter Is- 
land group bear much resemblance to 
the culture of Central America and the 
northern part of South America. Some 
modern archeologists have been free to 
suggest that food plants and part of the 
culture of the Polynesian group might 
well be explained by postulating on an- 
cient contact with the islands from 
America. (If available see The Great 
Migration, by Lee) 
III. The Book of Mormon is Probably Not 
the Record of all Ancient American 

It would be expecting too much of 
this record to suppose that it represents 
a history of all the peoples in the west- 
ern hemisphere. It seems reasonable to 
conclude that the Book of Mormon is an 
account of only certain peoples which 
lived in ancient America, and must not 
be considered a complete record of all 
the peoples of the western hemisphere. 

Suggested Method Outline: 
I. The subject, "External Evidences Fur- 
nished by American Antiquity," might 
be assigned as a talk to one of the 
class members. This member should 
make clear that the external evidences 
now extant do not alone furnish abso- 
lute proofs of the claims of the Book of 
Mormon. Let him also impress the class 
that the book itself is its greatest vin- 
dicator, and that its authenticity is best 
established by searching for the values 
therein found. To such Moroni speaks. 
(Moroni 10:1-5) 
II. "The American Aborigines," could form 
the basis of an illustrated talk by the 
teacher. Lantern slides or photographs 
of the Toltec-Mayan ruins are to be 
found in many communities. The teach- 
er will get an accurate, yet popular, 
account of the finding of such ruins in 

the book, "People of the Serpent," by 
Edward H. Thompson. (Houghton- 
Mifflin Co.) 

Assignment: Following the suggestion of 
the outline of the next lesson, "Revelation 
and Inspiration," you will wish to assign 
to class members topics: "Inspiration" and 
"Revelation." You may wish to plan for 
a "cottage meeting" type of class period 
as suggested. 

Two and One-half Minute Talks for Au- 
gust: If your class is given opportunity such 
a talk could be presented on the subject, 
"Inspiration." (See Lesson 27) 

Teacher's Closing Minute: The teacher 
might close as follows: "We have studied 
the Bible and the Book of Mormon, and in 
them we have found the truths of the Gospel 
by which we hope to live. Let us repeat 
the eighth and ninth articles of faith." 

Lesson 27. For August 9, 1936 

Texts: Articles 0/ Faith, Talmage, pp. 
296-307 and Appendix 16; Sunday Night 
Talks, Talmage, pp. 308-318; Discourses of 
Brigham Young, Widtsoe, pp. 61-62. 

Objective: "Hatken! The Lord has spoken. 
is speaking and yet shall speak." Talmage. 

Suggested Material Outline: 

I. Inspiration. 

By means of the spirit of God "every 
man is enlightened, the wicked as well 
as the good, the intelligent and the ig- 
norant, the high and the low, each in 
accordance with his capacity to receive 
the light." {Gospel Doctrine, Joseph F. 
Smith, p. 75) Such enlightenment, 
whether properly attributed to its source 
or not, is inspiration and is often not 
accompanied by a religious experience. 
"Every worthwhile invention, every dis- 
covery through which mankind has been 
benefited, though brought about by hu- 
. man agency, is nevertheless the result 
of divine inspiration and aid; and wheth- 
er the inventor or discoverer acknowl- 
edges this inspiration and gives reverent 
thanks and praise to its author, the fact 
remains." (Sunday Night Talks, Tal- 
mage, page 317) 
II. Revelation. 

a. For Personal Benefit. As has been 
emphasized in previous lessons, those 
who have been worthily baptized are 
eligible to receive as a gift an inti- 
mate companionship of the Holy 
Ghost. If such a person, under the 
driving power of faith and repent- 
ance and through genuine worship, 



June, I936 

invites and actually receives this 
sacred association, he may expect to 
receive the revelation of the mind and 
will of God for his own personal 
good and the good of his immediate 
associates. Undoubtedly the require- 
ments for such a heavenly communion 
are so exacting that even most of 
the worthily baptized fail to obtain 
more than that which may be classed 
as inspiration. 

b. For the benefit of the Church. The 
Priesthood, the men called to serve 
in the various capacities of the 
Church, may receive revelations to 
guide them in their respective call- 
ings if they truly worship in spirit 
and in truth. Many receive nothing 
more than inspiration because they 
do not care to put forth the proper 
effort in terms of faith and a broken 
heart and a contrite spirit. Yet each 
in his station may receive help for 
the work at hand. Revelations for 
the Church as a whole come through 
the Prophets, Seers, and Revelators 
who are sustained by the body of 
the Church as General Authorities. 
In this connection read Doctrine and 
Covenants, 68:4. 

Many of us do not seek either 
inspiration or revelation because if 
we received it we would not want the 
responsibility of living in accordance 
therewith. How many of us would 
accept the calling of Joseph Smith 
and suffer what he suffered? 

c. The Nature of Revelation. Revela- 
tion as it comes to the average per- 
son may be described as follows: It 
results from a desire to know and to 
understand some problem. For ex- 
ample, Joseph Smith wished to know 
which of the churches was right. 
Next, one must study the problem 
out in his own mind; then, through 
genuine worship he must ask God 
with unwavering faith if the pro- 
posed solution is right. If it is right 
God will cause the bosom to "burn 
within one and a feeling of assur- 
ance will come. If the solution is 
not right, stupor of thought and feel- 
ings will result. (Consult Doctrine 
and Covenants, Section 9) In such 
an experience one must make sure 
that wishful thinking, motivated by 
personal desires and even selfish- 
ness, is not confused with this sacred 
experience. Revelation comes only 
to those with honest and balanced 
minds and pure and contrite hearts. 
A certain few, the prophets, have 
experiences which transcend this type 
of revelation. 

III. One is not Deprived of his Agency or 
Individuality When he Receives a Rev- 

When a man receives a revelation 
from God he does not serve simply 
as a machine writing down words which 
are dictated to him, but rather his under- 
standing is expanded, the powers of his 
intellect are enhanced, and he writes 
down in his best language and from 
the background of his experience the 

• things which he knows God would have 
him say. "Where the Spirit of the 
Lord is, there is liberty." (// Cor. 3:17) 

Suggested Method Outline: 

I, II, and III. This whole lesson might 
be presented in the form of a "cottage meet- 
ing" with a program as follows: 

Opening song: "We Thank Thee O God 
for a Prophet." 

Prayer: By a previously notified member. 

Second Song: "The Spirit of God Like 
a Fire is Burning." 

Talks: "Inspiration" and "Revelation" by 
two members of the class. 

Remarks by the Teacher: He might ex- 
plain that a person is not deprived of his 
agency or individuality when he receives a 
revelation. He might also say a few words 
carrying the answers to the questions listed 
below. He should then suggest that mem- 
bers give very brief accounts of how they 
have been inspired, or if any one wishes, 
an account of some revelation to the class 
member or some one else. 

Remarks and testimonies of members. 

Closing song and prayer if desired. 

If a regular type of class is conducted, 
the teacher might ask these questions after 
the three talks are presented: 

Why do most of us never rise above in- 
spiration as we seek help from God? 

Why is the having of an honest mind and 
a pure heart so important when one claims 
a certain experience as a revelation? 

Might the emotions associated with per- 
sonal and even selfish desires be interpreted 
as "a burning within you"? Explain. 

What are the exacting requirements one 
must meet before a revelation may even be 

What do you think of the statement: "A 
revelation is God's message in a prophet's 

Assignment: As an application of this 
lesson encourage each member to try to re- 
ceive more help from God. Remind each 
that he must pay the price in proper attitude 
and good works; caution each against as- 
suming that so-called "hunches" are always 
inspiration; encourage each to be critical of 
those who claim revelation, but who do not 
meet God's exacting specifications; and build 
faith in the revelations of those of the Priest- 
hood who meet these requirements. Next 

June, 1936 



Sunday's lesson as outlined calls for the 
participation of a large group of members — 
twelve in all. This outline will need to be 
consulted before an assignment is made. 

Teacher's Closing Minute: As a closing 
remark the teacher might say: "Let us make 
use of the help which God offers us through 
inspiration and through ancient and modern 
revelation. Please repeat the ninth article 
of faith." 


Lesson 28. For August 16, 1936 

Texts: Articles of Faith, Talmage, pp. 
302-313; Doctrine and Covenants. 

Objective: No scripture should be closed 
to the entrance of current revelation. 
Suggested Material Outline: 
I. Revelation of the New Dispensation. 

a. Current revelation necessary. We 
believe that God is creating, main- 
taining, and sustaining the world. 
Since his creations, especially as they 
pertain to human society, are not 
over, then certainly he would wish 
to keep in touch with his children. 
He has said: "The elements are the 
tabernacle of God; yea, man is the 
tabernacle of God, even temples," 
thus indicating the importance of 
man in the whole scheme of things. 
Then too, since man belongs to the 
great society of Intelligences of 
which God is the greatest, success 
could not come to that society with- 
out continuous inter-communication. 
How happy we should be that we 
have men authorized and qualified 
to receive for our group — members 
in the Church of Jesus Christ — the 
will of the Lord. Theirs is a great 
privilege and a grave responsibility. 

b. Latter-day revelation received in re- 
sponse to a desire to know. Revela- 
tions are given upon a desire to 
know. "For instance, the Lord re- 
vealed himself and his Son Jesus 
Christ to the Prophet Joseph in an- 
swer to the latter's earnest prayer 
to know the truth respecting the vari- 
ous religions; Moroni came three 
years later in response to the young 
"Prophet's earnest prayer to know his 
standing before the Lord; nearly all 
the revelations to individuals in the 
church were given in answer to the 
inquiry of these men to know their 
duty in respect of the work of the 
Lord then coming forth. And so 
throughout with nearly all the reve- 
lations." (A Comprehensive History 

of the Church, Roberts, Vol. I, p. 

, 379 ) 
II. The Doctrine and Covenants. 

a. The members accepted it as the "doc- 
trine and covenants of their faith." 
A committee appointed Sept. 24, 
1834, and consisting of Joseph Smith, 
Sidney Rigdon, Oliver Cowdery, and 
Frederick G. Williams arranged "the 
items of the doctrine of Jesus Christ 
for the government of the Church." 
The book compiled was accepted at 
a general assembly of the Church at 
Kirtland, Aug. 17, 1835. The preface 
of the first edition carries among 
others this statement by the com- 
mittee: "There may be an aversion 
in the minds of some against receiv- 
ing anything purporting to be articles 
of religious faith, in consequence of 
there being so many now extant; but 
if men believe a system, and profess 
that it was given by inspiration, cer- 
tainly the more intelligibly they can 
present it the better. It does not 
make a principle untrue to print it, 
neither does it make it true not to 
print it." And we may add that the 
converse is also true. This statement 
seems to carry the implication that 
a book of printed revelations might 
become a "sealed book," not giving 
entrance to current revelations. Such 
a condition would be opposed to the 
wishes of the Prophet. 

b. A sample of the book's contents. As 
a sample of the many truths con- 
tained in this modern scripture con- 
sider the following: 

1. Revelation of the moral law of 
the gospel. (Section 42) 

2. Obedience to the law of the land. 
(Section 58) 

3. Revelation and prophecy on war. 
(Section 87) 

4. The word of wisdom. (Section 89) 

5. A revelation of great aphorisms. 
(Section 93:21-38) 

6. A revelation on Priesthood. (Sec- 
tion 107) 

7. A revelation on tithing. (Section 

8. God's moral government. (Section 

9. Poetic utterances. (Section 76:1- 
6; Section 84:98-102) 

10. A vision. (Section 76) 

Suggested Method Outline: 

I. After introducing the subject, "Revela- 
tion of the New Dispensation," such 
questions as these might be asked: Some 
claim that the statement of John in 
Revelation 22:18-19 opposes the idea 
of current revelation. How would you 
justify modern revelation in th£ light 



June, 1936 

of this passage of scripture? (See Ar- 
ticles of Faith, page 305) How do you 
account for the fact that most of the 
latter-day revelations were received in 
response to a desire to know? Under 
what conditions do you think current 
revelations will be received by our pres- 
ent Prophet and President? 
II. The subject, "The Doctrine and Cove- 
nants," might be presented by members 
of the class as follows: (a) One mem- 
ber will make a brief statement of the 
acceptance of this book as the "doctrine 
and covenants" of the faith of the mem- 
bers, (b) Ten members, or fewer if 
the teacher thinks the program is too 
long, will be selected to present the 
items listed as a sample of the book's 
contents. Let each presentation con- 
sist in the main of scripture reading — 
scripture passages selected and com- 
posed by the member as he studies 
carefully the subject matter assigned. 
Urge against making the passages so 
short as to obscure their true setting. 
If well prepared this symposium on the 
Doctrine and Covenants will vividly 
demonstrate the exalted and compre- 
hensive character of this modern scrip- 
Assignment: The presentation of the lesson 
as outlined will have stimulated a rather large 
group to read certain parts of the Doctrine 
and Covenants. As a general assignment 
urge all to read during the week Sections 
107 and 76. Following the outline of the 
next lesson, "Dispersion of Israel," assign 
one member to the topic: "Origin and Dis- 
persion of Israel" and four members to the 
subject, "Dispersion of Israel Foretold." The 
outline gives the details of this assignment. 

Teacher's Closing Minute: The teacher 
might close with these words: "Our lesson 
today may best be summarized by repeating 
the concert recitation for August, and the 
ninth article of faith. Please repeat." 


Lesson 29. For August 23, 1936 

Texts: Articles of Faith, Talmage, pp. 314- 
327; Sunday Night Talks, Talmage, pp. 319- 

Objective: "I wilt sift the house of Israel 
among all nations, like as corn is sifted in a 
sieve, yet shall not the least grain fall upon 
the earth." (Amos 9:9) 

Suggested Material Outline: 

I. Origin and Dispersion of Israel. 

a. Origin. "Now the Lord said unto 
me: Abraham, get thee out of thy 
country, and from thy kindred, and 

from thy father's house, unto the 
land I shall show thee. Therefore, I 
left the land of Ur, of Chaldees, to 
go to the land of Canaan." (Book 
of Abraham 2:3-4) Abraham, his 
son Isaac, and grandson Jacob were 
each given the promise: "in thee shall 
all families of the earth be blessed." 
And to Jacob came a change of name. 
We read: "And God said unto him, 
Thy name is Jacob: thy name shall 
not be called any more Jacob, but 
Israel shall be thy name." (Gen. 35: 
10) Thus the posterity of Abraham 
through Isaac and Jacob are the 
Children of Israel. 

b. Dispersion. After first the bondage 
in Egypt and then the conquest of 
Canaan, the Children of Israel were 
united into a great kingdom under 
David and Solomon. But with the 
death of Solomon, the dispersion set 
in. First, the kingdom was divided 
with approximately ten tribes form- 
ing the kingdom of Israel in the 
north, and the kingdom of Judah, the 
so-called Jews, in the south. The 
kingdom of Israel was subdued by 
the Assyrians about 721 B. C. and 
dispersed so completely as to be 
known as the Lost Tribes. In about 
588 B. C. the Jews were taken cap- 
tive into Babylon where they re- 
mained in exile for nearly seventy 
years, when they were permitted to 
return to Jerusalem. They never 
again became a truly independent 
people, and finally Jerusalem was 
destroyed 71 A. D. 

II. Dispersion of Israel Foretold. 

Here are a few samples of how the 
dispersion was foretold: 

"The Lord shall scatter thee among 
all people, from one end of the earth 
even unto the other." (Deut. 28:64) 

"I will sift the house of Israel among 
all nations, like as corn is sifted in a 
sieve, yet shall not the least grain fall 
upon the earth." (Amos 9:9) 

"And I will sow them among the 
people: and they shall remember me in 
far countries." (Zech. 10:9) 

"And they shall fall by the edge of 
the sword, and shall be led away cap- 
tive into all nations: and Jerusalem 
shall be trodden down of the Gentiles, 
until the time of the Gentiles be ful- 
filled." (Luke 21:24) 

Also I Nephi 13:39. 

III. Why the Children of Israel are Beloved 
of the Lord. 

We are certain that the Lord is a 
God of Love, showing love to all his 
children. The special promises made 

June, 1936 



to Israel we may be sure were just and 
represented no undue favoritism. The 
Children of Israel were beloved because, 
of all God's children, they knew and 
understood him best. Through them 
and by them the true character of God 
has been revealed to men. They wor- 
shiped the true Jehovah while all the 
rest of the world was pagan. It must 
not be forgotten that Jesus, the Son 
of God, came out of this religious race 
of people — a people that through the 
ages have never lost faith in the prom- 
ises made to their fathers. 

Suggested Method Outline: 

I. It is suggested that the topic, "Origin 
and Dispersion of Israel," be presented 
as a short talk by a class member. This 
presentation should be confined to the 
historical aspect of the Dispersion, the 
prophetic aspect being treated afterward. 
Facts will be found in the texts. 

II. The subject, "Dispersion of Israel Fore- 
told," might be presented as a sympo- 
sium of scripture reading. For example, 
one member might be assigned to the 
scripture found in the Pentateuch — the 
five books of Moses, another to the 
Old Testament Prophets, another to the 
New Testament writings, and another 
to the Book of Mormon. References 
will be found in the texts. Do not 

make passages so short as to hide the 

true meaning. 
III. After introducing the topic, "Why the 

Children of Israel are Beloved of the 

Lord," these questions might be asked: 
Of what benefit to the world has the 

Dispersion been? 

In what specific ways have you been 

benefited by the children of Abraham? 
Why do you think the Children of 

Israel were scattered? 
Assignment: To encourage a further read- 
ing of the Doctrine and Covenants, which 
was a part of last week's assignment, it is 
suggested that the members be encouraged to 
read Doctrine and Covenants, 133:26-34. 
This will serve as a background for next 
Sunday's lesson. As a special assignment 
ask a member to prepare a scripture reading 
on, "A Gathering Foretold," and another 
member a talk on the subject, "Evidences of 
a Gathering." Help will be found in the 
texts and in the outline of next Sunday's 
lesson, "Gathering of Israel." 

Teacher's Closing Minute: The teacher 
might close with this statement: "Even 
though the Lord has sifted the house of 
Israel among all nations, they are being 
gathered again. Let us repeat the tenth ar- 
ticle of faith." 

Fifth Sunday, August 30, 1936 
Open Sunday 


Raymond M. Veh, in Union Signal 

Most people are willing to take defeat when bested by a fair oppo- 
nent, but it is not possible to admit defeat from an unfair opponent* An 
opponent without honor is alcohol. It is the "wolf in sheep's clothing." 

It asks admittance to the American scene by returning in the form 
of 3.2 per cent beer. Then almost at once it sweeps in with wines, ales, 
whiskies, and all manner of hard liquors. 

It tempts vivacious young women and handsome young men to 
start with the cocktail, to be "good sports," and then kills their dreams 
and ambitions of being strong athletes, well educated leaders and beau- 
tiful home makers. 

It seizes, like an octopus, capable business men and skilled workers 
who believe they can "let it alone when they want to," but find one day 
that the brain and entire nervous system is so affected that they must 
have their drink regardless of the responsibilities which are theirs. 

It enters the happy family, stirring parents to seek, for their alcohol- 
dulled minds, stronger and fiercer emotional satisfactions; to forget their 
problems instead of solving them; to bury their sorrows, instead of re- 
solving to be worthy of the divine impulses God has planted within them. 

Alcohol is an enemy without honor. Christians can never expect 
to have fair battle with it. Only ceaseless vigilance and endless warfare 
will insure victory over it. t 



For Priests and Young Men and Women of 17 and 18 Years of Age 

General Board Committee: Adam S. Bennion, Chairman; John T. Wahlquist, Vice-Chairman; 

Lynn S. Richards, Earl J. Glade 

(Fourth Nephi, Chapter 1, Verse 3) 
"And they had all things in common among them; therefore, there were not rich 
and poor, bond and free, but they were all made free, and partakers of the heavenly 



Lesson 23. For August 2, 1936 

Text: The Quarterly, No. 23. 

Objective: To make a distinction between 
the Church, which is an institution serving 
as a means to an end, and the Kingdom of 
God, which is the realization of Jesus' ideal 
of personal and social life. 

References for Further Reading: Improve- 
ment Era, June, 1933; Widtsoe, Discourses 
of Brigham Young, Chapter 39; Scott, Ernest 
F., The Kingdom of God;" Talmage, Articles 
of Faith, 376. 

The quotation from the Improvement Era 
for June, 1933, as presented in Lesson 23, 
presents a distinction between the Church and 
the Kingdom of God. The student should 
be made to see that the one is the institution 
set up to assist in achieving the other. The 
Church is indispensable to the plan of sal- 
vation but membership in it is not necessarily 
a measure of progress toward personal real- 
ization of Jesus' ideal. 

I. What did Jesus mean when he said: 

a. "The Kingdom of God cometh not 
with observation: neither shall they 
say, Lo here! or, lo there! for, be- 
hold, the Kingdom of God is within 
you." (Luke 17:20-21.) 

b. "My Kingdom is not of this world." 
(John 18:36.) 

II. Consider at least three Kingdom of God 
parables given by Jesus: Suggestions, 

a. Parable of the Sower, (Matt. 13:1- 
23). It teaches that just as the 
harvest depends upon the kind of 
soil into which the seed is planted so 
the teachings of Jesus will yield its 
fruits of character — depending upon 
the heart and mind of the individual 
who hears it. 

b. Parable of the Seed Growing Se- 
cretly (Mark 4: 26-29). 

This parable teaches that the labor 

AUGUST, 1936 

of those who seek to promote the 
Kingdom, often performed in the 
face of discouragement, will not be 
lost, but, as a seed grows of itself, 
will slowly, but surely, prove fruit- 

c. Other Kingdom of God Parables: 
The Tares (Matt. 13:24). 
The Mustard Seed (Matt. 4:32). 
The Leaven (Luke 13:20-21). 
Hidden Treasure (Matt. 13:44). 
Pearl of Great Price (Matt. 13:45). 
The Net (Matt. 13:47). 

III. Contrast the Jewish Conception of the 
looked for Kingdom and the Kingdom 
which Jesus announced "is at hand." 
(See Text.) 

IV. How did the rich young man fail in 
entering into the Kingdom of God? 
(Matt. 19:16-21.) Why did Jesus 
emphasize the difficulty of the rich in 
entering? (Matt. 19:23-24.) 

V. In what way does the Church of Jesus 
Christ of Latter-dav Saints promote 
the Kingdom of God? 

a. Through its organization. 

b. Through its teachings. 

c. Through its ordinances. 

VI. Show how the individual, in the last 
analysis, is the determining factor in 
the establishment of the Kingdom of 
God. Discuss: "God lives for us as 
we are willing to let Him enter in." 
VII. What three classes are people divided 
into with respect to the Kingdom of 
God? (See Era article for July, 1933, 
concluding the material quoted in 
Lesson 23.) 

"Men take the pure ideals of their souls 
And lock them fast away 
And little dream that things so beautiful 
Are fit for every day. 
So Counterfeits pass current in their lives 
And stones they use for bread. 
And starvingly and fearfully they walk 

June, 1936 



Through life among the dead. 
Though never yet was pure ideal 
Too fair for them to make their real. 


Lesson 24. For August 9, 1936 

Text: The Quarterly, No. 24. 

Objective: To show that the temporal 
needs of man are a vital concern of the 
Church which seeks to promote his salvation. 
Reference for further reading: Widtsoe, 
Discourses of Btigham Young, Chapter 20; 
Doctrine and Covenants, Section 42; Tal- 
mage, Vitality of Mormonism, Chapter 57; 
Evans, Heart of Mormonism, Chapter 33. 
I. Jesus was deeply concerned about hu- 
man welfare here on earth. His teach- 
ings were primarily directed toward 
effecting better and happier living con- 
ditions. He labored constantly to re- 
lieve distress and ward off discourage- 
ment. The beatitudes, which are 
placed as an introduction to His famous 
Sermon on the Mount, list qualities 
which make for character, influence, 
and happiness here among one's fel- 
lows. "I am come that they might 
have life and that they might have it 
more abundantly." (John 10:10.) 
II. Compare the above statement with the 
following from the Book of Mormon, 
"Men are that they might have joy." 
(II Nephi 2:25.) Can you think of 
anything which contributes to joy more 
than health? The more complete the 
health of the individual, physically, 
mentally, and spiritually, the greater 
his joy. 

III. Health is closely associated with en- 
vironment. Where poverty, injustice, 
and spiritual darkness are, unhealthy 
conditions result. Wherever society 
overcomes these, and similar evils, 
health is the result and joy its accom- 

IV. Consider the following statement from 
Joseph F. Smith: "It has always been 
a cardinal teaching of the Latter-day 
Saints that a religion that has not the 
power to save people temporally and 
make them prosperous and happy 
here, cannot be depended upon to save 
them spiritually and exalt them in the 
life to come." 

V. Show that, with reference to forego- 
ing statements, even temporal affairs 
assume a spiritual aspect and give 
greater joy as they are linked with 
the spiritual. 

"In the mind of God there is no such 
thing as dividing spiritual from tem- 
poral, or temporal from spiritual; for 

they are one in the Lord. . . . The 
brethren have been talking about tem- 
poral things. We cannot talk about 
spiritual things without connecting with 
them temporal things, neither can we 
talk about temporal things without 
connecting spiritual things with them 
— -They are 'inseparably connected.' , 
(Discourses of Brigham Young, p. 20.) 
VI. Religion, then, should be concerned 
with community molding. The United 
Order as presented by Joseph Smith, 
came in response to a recognition of 
that need. The objective was rela- 
tive equality in material things, but was 
conditioned on individual industry. 
"Thou shalt not be idle; for he that 
is idle shall not eat the bread nor wear 
the garments of the laborer." (Doc- 
trine and Covenants 42:42. See also 
Brigham Young's comment on the 
same: Doc. and Cov. Commentary, 
p. 295. Also Doctrine and Covenants 

VII. The principles underlying the United 
Order are briefly: (See Doctrine and 
Covenants, Sec, 42, etc.) 

1 . The earth is the Lord's. 

2. Man is but a steward in his pos- 

3. Surplus property (beyond reason- 
able needs) belongs to the common 

4. Bishop to apportion surplus accord- 
ing to: 

a. Family. 

b. Circumstances. 

c. Wants and needs. 

VIII. History of the Order: 
Persecution and expulsion of the Saints 
from Ohio and Missouri left the United 
Order "an unfinished experiment." 

IX. What evils in our social and economic 
life today might be remedied through 
application of the principles of the 
United Order? See Talmage's "The 
Vitality of Mormonism," page 210. 
X. Joseph Smith's plans for the estab- 
lishment of Zion in Jackson County, 
Mo. contemplated the actual building 
of a new social order. Note Brigham 
Young's comment with reference to 
building a new social order: 
"The work of building up Zion is in 
every sense a practical work; it is not 
a mere theory. A theoretical religion 
amounts to very little real good or ad- 
vantage to any person. To possess 
an inheritance in Zion . . . only in 
imagination, would be the same as hav- 
ing no inheritance at all. It is neces- 
sary to get a deed to it, to make an 
inheritance practical, substantial and 
profitable. Then let us not rest con- 
tented with a mere theoretical religion, 



June, 1936 

but let it be practical, self-purifying 
and self-sustaining, keeping the love 
of God within us, walking by every 
precept, by every law, and by every 
word that is given to lead us." ("Dis- 
courses of Brigham Young," page 19.) 


Lesson 25. For August 16, 1936 

Text: The Quarterly, No. 25. 

Objective: The law of tithing is a wise 
measure in its effects upon the individual and 
the Church, and carries its own reward 
through the promotion of the Kingdom of 
God with all of its blessings. 

References for further reading: Widtsoe, 
Discourses of Brigham Young, 269-276; 
Doctrine and Covenants, Section 119; Rob- 
erts, A Comprehensive History of the Church, 
I, 444-445. 

I. The problem of finance has always been 
difficult for churches — particularly the 
Christian Protestant Churches. Worthy 
Christian endeavor has been handi- 
capped for lack of funds. One of the 
elements of vitality in Mormonism is 
its system of finance. The tithing sys- 
tem is efficient in providing operating 
funds as well as wholesome in effect 
upon its membership. 

II. History: It will be recalled that the 

Saints were forced to abandon the 
United Order due partly to conditions 
beyond their control, and partly to 
their own shortcomings. In 1838, 
however, at Far West, Missouri, a 
revelation was given to Joseph Smith 
answering his inquiry relative to what 
part of the properties of his people 
should be devoted to the Lord's work. 
The reply is found in Section 119 of 
the Doctrine and Covenants. (See 
also Biblical references for ancient 

III. The good effects of tithe paying are 
at least three-fold: First, it is the 
means of carrying forward the numer- 
ous church activities. The Annual 
Report for 1934 shows the following 
distribution of Church tithes: 

Stake and Wd. purposes..$ 1,033 ,647.00 

Education 459,580.00 

Temple Maintenance 151,539.00 

Charities 158,149.00 

Missionary activities 593,459.00 

Total $2,396,377.00 

Second: It keeps alive a spirit of 
group responsibility. It heightens the 
sense of being identified with a great 
institution or cause. Sacrifice of self 

to any cause always heightens interest 
in it. 

Third: It has a salutary effect upon 
the individual members by curbing 
selfishness. Any practice which pre- 
vents man becoming completely lost 
in self, and devoted to selfish interests, 
is a saving element in that man's life. 
Tithing does just that — it helps to curb 
the spirit of selfishness which withers 
the noblest qualities of his being. 
IV. Giving one-tenth of Self to God 
through service to our fellows. Con- 
sider the following from Brigham 
Young. After acknowledging his very 
creation to God he says, "He requires 
one-tenth part of my brain, heart, 
nerve, muscle, sinew, flesh, love, and 
my whole system, for the building of 
temples, for the ministry, for sustaining 
missionaries and missionaries' families, 
for feeding the poor, the aged, the 
halt and blind, and for gathering them 
home from the nations and taking care 
of them after they are gathered. He 
has said, 'My son, devote one-tenth of 
yourself to the good and wholesome 
work of taking care of your fellow- 
beings, preaching the gospel, bringing 
people into the Kingdom; lay your 
plans to take care of those who cannot 
take care of themselves; direct the 
labors of those who are able to labor; 
and one-tenth part is all-sufficient if 
it is devoted properly, carefully and 
judiciously for the advancement of My 
Kingdom on the earth'." (Discourses 
of Brigham Young, p. 272.) , 
V. Tithing brings its own reward. Lat- 
ter-day Saints do not pay tithing in 
the primitive sense of bribing Deity 
for material reward but are confident 
in the promise of God that blessings 
will follow tithe paying. Brigham 
Young said pertinently: 

"We are not our own, we are bought 
with a price, we are the Lord's; our 
time, our talents, our gold and silver, 
our wheat and fine flour, our wine and 
our oil, our cattle, and all there is on 
this earth that we have in our pos- 
session is the Lord's and He requires 
one-tenth of this for the building up 
of His Kingdom. Whether we have 
much or little one-tenth should be paid 
in for tithing. . . . What object have 
I in saying to> the Latter-day Saints, 
do this, that, or the other? It is for my 
own benefit; it is for your benefit; 
it is for my own wealth and happiness, 
and for your wealth and happiness that 
we pay tithing and render obedience 
to any requirement of the Kingdom. 
We can not add anything to the Lord 
by doing these things. Tell about 

June, 1936 



making sacrifices for the Kingdom of 
Heaven! ... I would not give the 
ashes of a rye straw for the man who 
feels that he is making sacrifice for 
God. We are doing this for our own 
happiness, welfare and exaltation, and 
for nobody else's. This is a fact, and 
what we do we do for the salvation of 
the inhabitants of the earth, not for 
the salvation of the heavens, the 
angels, or the Gods." 

Lesson 26. For August 23, 1936 

Text: Lesson 26. 

Objective: To show that the Church, 
through its welfare work expresses the Chris* 
tian ideal of serving God through service to 
fellow men. 

References for further reading : Harris and 
Butt, Fruits of Mormonism, Chapter 8; 
Widtsoe, Discourses of Brigham Young, 
678-681; Annual Conference Report, 1935, 
page 3. 

I. The only avenue by which man can 
serve God leads through service to His 
children. Consider parable of the 
judgment (Matt. 25:31-46) : "Verily 
I say unto 1 you, inasmuch as ye have 
done it unto one of the least of these 
my brethren, ye have done it unto me." 
Verse 40. 

The early Christian conception ' of 
true religion centers in care for the 
needy. "Pure religion and undeflle'd 
before God and the Father is this, To 
visit the fatherless and the widows in 
their affliction, and to keep himself 
unspotted from the world." (James 
II. The Church of Jesus Christ has always 
sought to relieve social and economic 
maladjustment as a part of its saving 
program. Naturally where it has been 
best organized to that end it has worked 
most effectively. The L. D. S. Church 
organization is an effective relief 
agency. Among the contributing fac- 
tors are: 

a. Territorial divisions of Wards and 
Stakes. With bishops and Stake 
Presidents working in unison the 
Federal Government found an or- 
ganization already to respond to its 
relief program. As a result Utah 
suffered from no delay in distribu- 
tion of Government money in the 
present depression. 

b. Ward teachers: contact with fam- 
ilies. « 

c. National Women's Relief Society: 
an organization devoted primarily 
to relief work. 

d. Tithing funds: Voluntary contribu- 
tion from membership for Church 

e. Fast offerings; individual contribu- 
tions monthly amounting to cost of 
a meal. (Work out its possibil- 
ities for relief if adhered to con- 
scientiously. ) 

III. Sample of a year's operation: (Taken 
from 1934 financial statement.) 

Charities. "In addition to charities 
from the tithes as before named, there 
has also been disbursed the fast offer- 
ings, other charities and assistance 
rendered by the Relief Society in the 
sum of $360,116.40, which amount, 
added to the $158,149.86 paid from the 
tithes makes the total charity assistance 
rendered by the Church $518,266.26." 

IV. A Challenge to Students. There is an 
angle of the charity picture not in- 
cluded in the text. Honest self analysis 
is more helpful than self eulogy. The 
virtues of the past and the efficiency 
of relief machinery should not blind 
us to the facts of the present. Why 
have Mormon communities called for 
as much or more relief from the Gov- 
ernment than the national average? 
Why are Mormons slipping a little in 
credit standing with banking institu- 
tions? Why do some Mormon towns 
give an appearance suggesting the 
remnants of former thrift and industry? 

You are the new growth of Mor- 
monism. The life of the tree depends 
upon its new growth. If it fails the 
vitality of the roots will fail, and the 
most promising community building 
program of modern times will crumble 
at your feet — a monument to a gener- 
ation which failed to carry on. 

The best relief program is a pro- 
gram which eliminates its necessity 
through thrift and industry. No more 
vital recipe for recovery has yet been 
offered than Brigham Young gave 
three-quarters of a century ago: 

"I have Zion in my view constantly. 
We are not going to wait for Angels, 
or for Enoch and his company to 
come and build up Zion, but we are 
going to build it. We will raise our 
wheat, build our houses, fence our 
farms, plant our vineyards and 
orchards, and produce everything that 
will make our bodies comfortable and 
happy, and in this manner we intend 
to build up Zion on earth and purify 
it and cleanse it from all pollutions. 
Let there be an hallowed influence go 
from us over all things over which we 
have any power; over the soil we cul- 
tivate, over the houses we build, and 
over everything we possess; and if we 



June, 1936 

cease to hold fellowship with that 
which is corrupt and establish the 
Zion of God in our hearts, in our own 
houses, in our cities and throughout 
our country we shall ultimately over- 
come the earth . . * 

"A great many think that the King- 
dom of God is going to bless them and 
exalt them without any efforts on their 
part, Every man and woman is ex- 
pected to aid the work with all the 
ability God has given them. . . . We 
have no correct individual interest 
separate from the Kingdom; if we have 
true interest at all, it is in the Kingdom 
of God." (Discourses of Brigham 
Young, pages 679-680.) 

Lesson 27. For August 30, 1936 

Text: The Quarterly, No. 27. 

Objective'. To show that the function of 
"spiritual gifts" is not to serve as "infallible 
signs for divinity" but these gifts are the 
normal response to compliance with natural 
and spiritual laws. 

References for further reading: Roberts, 
Comprehensive History of the Church, I, 208, 
note; and II, 18-22; Talmage, Jesus the Christ, 
147, 151. Talmage, Articles of Faith. Lecture 
12; Widtsoe, Discourses of Brigham Young, 
Chapter 29; Bowie, Walter Russell, The 
Master, 138. 

I. Definition: Spiritual gifts, as referred 
to in the 7th Article of Faith, have so 
often been identified with "miracles" 
that it is important that the latter term 
be understood. The conception that 
miracles are something abnormal, an 
intrusion into the natural course of 
events, or, as used in the modern 
technical sense, a break in the natural 
chain of cause and effect due to super- 
natural intervention, is not implied in 
the following discussion. Rather, the 
word is used to signify "a wonderful 
event through which God is revealed, 
or which works for man's salvation." 
For, surely, God is revealed as well 
through the normal processes of nature 
as He could be through the abnormal. 
II. Caution: Let it be made clear that 
Jesus, while He worked many miracles, 
was not a miracle worker. His divin- 
ity is not established by the record of 

His having turned water into wine 
but by the effect of His teachings upon 
humanity. He was loathe to employ 
His powers to the end that they serve 
as "signs" for His divinity. See Matt. 
12:38-39, in which the reguest for a 
sign meets with a rebuke. See also 
Doctrine and Covenants 63:7-12, in 
which seeking after signs to bolster 
religious belief is severely condemned. 
Miracles, while recorded as having 
"served the purpose of identifying their 
worker with divinity, are neither neces- 
sary nor infallible as signs. The same 
scripture which records the Lord's 
servants working miracles to that end 
also records others, opposed to God, 
doing the same. Many Bible miracles 
are paralleled in other religious liter- 
ature as well. (See Talmage's The 
Vitality of Mormonism, p ) 

HI. The Greatest Miracle: Jesus Himself 
and His mission is the greatest miracle 
of all. The change that takes place 
in the human heart, regenerating the 
sinner into a newness of life is the 
greatest miracle attesting the divine 
mission of Jesus. Turning a stick into 
a serpent will not confirm the spiritual 
teaching that love is better than hate, 
but personal application of the prin- 
ciple will prove it beyond all doubt. 

Recall Jesus' rebuke that "a wicked 
and adulterous generation seeketh 
after a sign" and consider it in con- 
trast to His other statement "If any 
man will do His will he shall know 
of the doctrine." The conviction of 
truth must be established from within 
as a result of personal application of 
the principles of life laid down by 
Jesus. Failing to achieve this convic- 
tion the non-conformist demands out- 
ward evidence (signs) and it is not 
available. The great truths of Jesus 
are verifiable daily in repeatable ex- 

IV. Note that Jesus promised that 'these 
signs shall follow them that believe." 
(Mark 16:17.) Why is this order of 
sequence natural? Wherever faith has 
led us close to God, His power can 
be made manifest in and through us. 
This is amply attested by healings as 
recorded in the Bible and in our own 
Church history. (Personal experience 
may be drawn from members of the 
class. ) 

"The Age of Miracles, as it ever was, now is." — Carlyle. 

ntui TtsTflmtni 

For Ordained Teachers and Other Boys and Girls 

15 and 16 Years of Age 
General Board Committee: David A. Smith, Chair- 

man; M. Lynn Bennion, Vice-Chairman 


(Matthew, Chapter 5, Verse 8) 

'Blessed are the pure in heart: for they shall see God.' 


Suggestions for Two-and-One-Half-Minute 

1. "Seek Ye First the Kingdom of God." 
(Show that if we obey the command- 
ment, the promise will surely be ful- 

2. Investing Our Talents. 

(Even if we have but one talent, we 
can win the Master's approval.) 

3. The Power of Right Thinking. 

4. Fault-finding, a Dangerous Habit. 

Lesson 23. For August 2, 1936 

Text: The Quarterly, Lesson No. 23. 

Objective: To show that in meeting all 
life's problems, single-minded loyalty to the 
principles of right offers the only safe solu- 

Supplementary References: Talmage, James 
E., Jesus the Christ pp. 461-464; Dummelow, 
J. R., One Volume Bible Commentary, p. 674 
(verse 44), pp. 648-649 (beginning with 
verse 19); Tanner, O. C, New Testament 
Studies, pp. 196-198, 

Suggested Outline: 

I. Did Jesus expect His disciples to place 
single-minded loyalty to the plan of sal- 
vation above everything else? 

a. What did He tell His followers was 
of most worth to mankind? 

b. What price should one be willing to 
pay for this thing? 

c. Under what conditions may one enter 
the kingdom of heaven? 

d. Why can a person not serve two 

e. Why is it folly to serve mammon 
rather than God? 

II. Can we show single-minded loyalty to 
God nowadays? 

a. What kind of thoughts will cause 
one to do wrong? 


How can we have minds that are 
dominated by good motives? 
What kind of things are perishable 
and what kind are eternal? 
d. What motives should one have if he 
would be happy and successful in 
this life and still lay up treasures for 
Suggestions for Teaching: 
If sufficient Quarterlies are available, the 
directed study method will be most suitable. 
It is suggested that the Quarterly material 
be used chiefly to emphasize the importance 
Jesus gave to this matter of "single-minded 
loyalty." The teacher should then draw 
parallels from history, literature, and personal 
observation to show that the principles Jesus 
gave to His followers in the meridian of time 
are just as applicable today as they were 

Pupils should be encouraged to give il- 
lustrations of the truth that only those whose 
motives are right, who are loyal to the prin- 
ciples laid down by Jesus, are really happy. 
Topics for brief classroom talks: 

1. The Insecurity of Worldly Treasures. 

2. Trying to Serve Two Masters. 

3. The Value of Thinking Right Thoughts. 
Supplementary Material: 

. Indians have a peculiar sign to desig- 
nate a liar, or one who is not trustworthy. 
They spread the first two fingers of the hand, 
meaning that the person has a forked tongue; 
that is, he tells different stories at different 
times. It is also interesting to note that 
among all the animals of the earth, there is 
none more loathsome and hateful than the 
snake, which has a forked tongue. 

2. Among the truly great men and women 
of the earth in any age, it is impossible to 
find one who did not have the quality of 
single-minded loyalty to the principles of 
right living. Of course, there have been 
many famous people who have not had this 
quality, but all of them have fallen far short 
of being truly great. (Larned's A Study 
of Greatness in Men contains a wealth of 
material bearing upon this lesson.) 



June, 1936 

3. An agent for a company of mail-order 
tailors secured a position as clerk in one 
of Salt Lake City's largest department stores. 
Here he made considerable extra money by 
selling clothing for the mail order house to 
customers who came to buy from the de- 
partment store. What can you say about 
such loyalty? 

Lesson 24. For August 9, 1936 

Text: The Quarterly, Lesson No. 24. 

Objective: To shotv that the desire to 
serve our fellowmen is of far more importance 
than the desire to secure great wealth. 

Supplementary References: Dummelow, 
J. R., One Volume Bible Commentary, p. 689; 
Talmage, James E., Jesus the Christ, pp. 476- 
478; Tanner, O. C, New Testament Studies, 
pp. 387-390. 
Suggested Outline: 

I. What is the relative value of riches 
and the kingdom of God? 

a. Why is there doubt in the minds 
of men as to which one they should 
seek after? 

b. Why did the Rich Young Ruler 
choose wealth? 

c. Did Jesus teach that riches are neces- 
sarily evil things? 

d. What promise did He make to those 
who diligently seek after the kingdom 
of God? 

e. According to Jesus and Paul and 
Mattias Baldwin, how is wealth to be 

II. How can we apply the principles taught 
in this lesson to the complex problems 
of everyday life? 

a. How long will wealth be of value 
to us? 

b. How long will our treasures in the 
Kingdom of God be of value? 

c. Is it possible to obtain the riches of 
this earth without "worshiping mam- 
mon ? 

Suggestions for Teaching: 

Well in advance of the Sunday on which 
this lesson is to be considered ,the teacher 
might appoint a committee to read carefully 
any available newspapers, clipping items 
about people who have run into difficulty 
with the law, or who have won the ill will 
of the public because of their too-great eager- 
ness to obtain money or property. At the 
same time, they could look for articles about 
people who have contributed freely of their 
wealth or their talents for the good of hu- 
manity. Another committee could search the 
pages of history, another the pages of liter- 
ature for similar illustrations of the princi- 
ples involved in this lesson. 

It would be a valuable exercise, but one 
packed with too many possibilities for trou- 

ble, to ask pupils to report their personal 
observations of local characters who worship 
mammon and overlook their duties toward 
the kingdom of God. 

Supplementary Material: 

1. In one of Utah's smaller communities, 
the writer of these lessons observed an el- 
derly man walking down the street, Nearly ev- 
ery person he passed greeted him and stopped 
a moment to ask his welfare. A man stand- 
ing beside the writer said, "There goes a truly 
good man. He has lost most of this world's 
goods, but he has laid up rich treasures for 
the life to come. I cannot tell you how 
much he has helped me!" There were actu- 
ally tears in the man's eyes as he spoke. 

What greater tribute could one hope for? 
Could wealth have won such respect for the 
man in his community. 

2. In a recent newspaper interview, Henry 
Ford said, "There is no security in mere 
money. . . . Real social security is in self- 
reliance and neighborliness." Jesus said, 
"Lay not up for yourselves treasures upon 
earth. ..." (Read Matt. 6:19-21.) Jesus 
also taught the insecurity . of wealth in the 
Parable of the Foolish Rich Man, whose 
fields brought forth so abundantly. (Read 
Luke 12:16-21.) Among the sacred writ- 
ings of the Buddhists we find this similar bit 
of wisdom: "These sons belong to me, 
and this wealth belongs to me." With such 
thoughts a fool is tormented. He himself 
does not belong to himself, how much less his 
sons and wealth!" • 

3. Sometimes people are so eager and de- 
termined to secure a home, an automobile, 
land, cattle, luxuries, and other things that 
we have come to prize, that they do almost 
anything to achieve their goal. They rob, 
take unfair advantage of their associates, 
embezzle public funds, swindle people out of 
their earnings, etc. Some of them seem to 
prosper, at least for a time, and we are in- 
clined to look with envy upon their apparent 
prosperity. But no right-thinking person 
would trade for a moment his peace of mind, 
his good name and reputation, for all their 
riches. A reformed criminal once said, "Only 
honest dollars have any value." Jesus said, 
"What is a man profited, if he shall gain the 
whole world, and lose his own soul?" {Matt. 
16:26.) And it was David, long ago, who 
wrote (Psalms 127): 

"Except the Lord build the house, 
They labor in vain that build it; 
Except the Lord keep the city, 
The watchman waketh but in vain." 

4. Christ's apostles gave up all they had 
and followed after Him. When He was taken 
from them, they continued the work alone, 
successfully starting Christianity's conquest 
of the world. Most of them met death with- 
in a few years, but their place in the king- 
dom of God is secure because of the rich 
treasures they laid up "where moth and rust 

June, 1936 



do not corrupt." On the other hand, Judas 
forfeited his claim to heavenly glory, and 
went down to eternal infamy because he sould 
his Lord for thirty pieces of silver. 

5. In Salt Lake City there is a very promi- 
nent family of Hebrews. By their industry 
and thrift they have accumulated a rather 
large fortune. Each year at Christmas time 
they provide clothing for hundreds of poor 
children. Creed and color are not consid- 
ered when they make their distribution of 
gifts. In the same city, a Greek immigrant, 
who has no children of his own, makes a 
similar gift of clothing to the children of 
unfortunate families. Surely, these people 
are taking their honestly earned treasures of 
this earth and exchanging them for the treas- 
ures of the kingdom of God. 

Lesson 25. For August 16, 1936 

Text: The Quarterly, Lesson 25. 

Objective: To show that we have been 
blessed with sufficient talents if we but use 
them aright 

Supplementary References: Tanner, O. C, 
New Testament Studies, pp. 440-443; Smyth, 
J. Patterson, A People's Life of Christ, pp. 
364-373 (This material is unusually stimu- 
lating and inspiring); Dummelow, J. R., One 
Volume Bible Commentary, pp. 706-707; 
Talmage, James E., Jesus the Christ, pp. 

Suggested Outline: 

I. What is the secret of growth and de- 

a. Why was the Rich Man punisned 
after his death? 

b. Was his sin one of commission, or 
was it one of omission? 

c. Why were the talents not divided 
equally among the servants? 

d. Were the two servants rewarded 
only because they had increased their 

e. Does the parable of the talents apply 
to other than temporal things? 

II. How can we improve our talents? 

a. Why are we not all equally blessed 
with talents? 

b. Does the fact that some of us have 
few talents mean that we cannot 
achieve success? 

c. In the development of our own tal- 
ents, what lesson may we learn from 
the story of the Rich man and 

d. What lesson may we learn from the 
account of the servant who received 
only condemnation from his lord? 

Suggestions for Teaching: 
This is one of the most practical lessons 
we have had thus far, and it provides op- 

portunity for the teacher to give genuine 
inspiration and encouragement to the young 
people of her class, who are at the very 
point in life when they begin either to im- 
prove their talents or to bury them. 

The directed-study method of teaching is 
suggested. The Quarterly material is in- 
teresting, and it will not require much ex- 
planation or comment. Therefore, there will 
be ample time for short talks or reports by 
pupils, and for class discussion or lesson 

Topics for brief classroom talks: 

1. Finding Hidden Opportunities. 

2. Diligence, the Price of Success. 

3. Developing Our Spiritual Talents. 

Supplementary Material: 

1. The 'Vision of Sir Launfal," by Lowell, 
is one of . the choicest stories in literature, 
bearing upon this subject. If time permitted, 
it could be read with profit and enjoyment 
by the entire class. The essential parts, at 
least, should be read or told to the class, 
either by the teacher or by an invited guest. 

2. A modern writer says that success, 
in the truest sense of the word, is for "poor 
men's sons." He points out that children of 
poor parents are often far more diligent in 
developing their talents than are many young 
people who are given every advantage in 
the world. The writer points out that many 
great men of today came from very humble 
homes. This, of course, does not mean that 
young men and women from well-to-do homes 
are not blessed with many talents. It does 
mean, though, that often they are negligent 
in the development of their gifts. 

3. Napoleon and his officers, the factors of 
success in battle, in business, and in life 
in general. One officer said he believed 
that circumstances had most to do with the 
success of one person and the failure of 
another, or with the winning and losing of 

"Circumstances!" said Napoleon, contemp- 
tuously. "I make circumstances!" 

4. Abraham Lincoln is looked upon as one 
of the greatest men of history, yet in his 
early life he had almost none of the oppor- 
tunities that are provided so abundantly 
to most young people nowadays. However, 
he diligently made the most of every op- 
portunity that he could find. He once said: 

"I will study and prepare myself, and 
perhaps some day my chance will come." 

5. Sometimes we overlook great oppor- 
tunities because we think that they are be- 
neath us and that we should have something 
greater. When a few years ago, the pres- 
ident of one of our missions was released, 
he had directed the work of hundreds of 
missionaries, and had accomplished a really 
great work. When he came home, instead 
of being given some highly honorable and 
responsible position, he was asked to lead 



June, 1936 

the singing in the Sunday School of his 
home ward. 

He graciously accepted the call and went 
about his task with all the enthusiasm and 
earnestness that had made him successful as 
a mission president. As a result his work 
as a chorister was outstanding. He filled the 
position with great benefit to his ward and 
with honor to himself. 

Lesson 26. For August 23, 1936 

Text: The Quarterly, Lesson 26. 

Objective: To show that the habit of 
right thinking is the best guarantee of happy, 
successful living. 

Supplementary References: Dummelow, 
One Volume Bible Commentary, p. 640 
( Sixth Beatitude ) ; Talmage, Articles of 
Faith, Lecture XXIV; Wiggam, The Marks 
of An Educated Man. 

Suggested Outline: 

I. What did Jesus teach about right think- 

a. How can "all the law and the pro- 
phets" hang upon the two great 

b. Why is the sixth beatitude of more 
importance than any of the others? 

c. Is it possible to live according to 
these principles without right think- 

d. What are the things that really de- 
file a person? 

e. Where do deeds, good and bad, have 
their beginning? 

f. What is the sure test of one's 

g. What kind of persons see God? 

II. What is the foundation of right living? 

a. If a clerk thinks of ways to steal 
from his employers, is he likely to 
be trustworthy? 

b. What is the usual result when a per- 
son thinks of cross things he might 
say to his associates and members 
of his family? 

c. What sort of thoughts does a great 
general have? A great inventor? 
A surgeon? An explorer? A dar- 
ing aviator? 

d. What are the thoughts of a gangster? 
A forger? A gambler? A thief? 

e. Do the people mentioned in questions 
3 and 4 begin suddenly to have 
thoughts, or does their way of think- 
ing develop gradually? 

f. What shall we do about our own 

Suggestions for teaching: 

This lesson had a very close logical rela- 
tionship with the one preceding. Therefore, 
it would be well to ask a few pointed ques- 

tions, by way of review, that will help bring 
to mind the essential points of the former 
lesson. Immediately afterward have a short, 
directed-study period, in order that all pupils 
may read the Quarterly material. During the 
discussion that follows, be sure to stress 
these points: 

1. It is impossible to keep the two great 
commandments without right thinking — not 
just once in a while, but habitually. 

2. If one is truly pure in heart, he will 
have no trouble in observing all the other 
beatitudes. Make a special effort to have 
the pupils give examples that will illustrate 
the lesson objective. Encourage them to 
draw freely on these great sources of in- 
formation: history, literature, and personal 

3. Right thinking will help us to succeed — 
to develop the talents with which we have 
been blessed. Wrong thinking will add 
burdens to our shoulders and heap obstacles 
in our pathway. 

Topics for brief classroom talks: 

1. Evil Thoughts Lead to Crime. 

2. Great Men Think Great Thoughts. 

3. Our Greatest Talent — the Mind. 
Supplementary Material: 

1. Two men were employed by a national 
express company. After a few months they 
were given the responsibility of taking large 
shipments of money from city to city, 
throughout the entire western part of the 
United States. The older one of the men 
spent long hours of each journey in thinking 
what he would do in case bandits should 
hold up the train. He was constantly on the 
watch, ready to project the money that had 
been entrusted to him. The younger man, 
too, was alert, but for a different reason. 
He watched the train crew closely, and spent 
long hours looking at the country through 
which they were passing. After making a 
few trips, he remarked to his partner, 
"Wouldn't it be easy to get away with this 

"Yes, I guess so," replied the other. "But 
I notice that people who try it are usually 

One night when the two were coming home 
from a trip, the younger man said, "Now, 
I've figured this whole thing out, and I've 
got a proposition to make. Here we are, 
handling millions of dollars every year, and 
yet we are barely making a living. On this 
next trip, we'll probably have several hun- 
dred thousand dollars. If you'll go in with 
me, and do just as I tell you, we can get 
away with the money, and never be caught. 
There'll be plenty for both of us, so that 
we will never have to worry again. What 
do you say?" 

The older man, who told this story said 
that he might have yielded to the temptation, 
but that he had spent his time thinking of 
ways to keep the money safe, instead of 

June, 1936 



ways to steal it. Therefore, he easily turned 
down the plan. As soon as he reached the 
home office, he warned his employers that 
the younger man was "slipping," and had 
him trasf erred to another department, where 
he had no money to handle. 

2. As long as Silas Marner thought only 
of his gold, he was a lonely, unhappy, de- 
spised man — an outcast. When he lost his 
gold and found the little girl, Eppie, he 
began to think right thoughts. Then he 
became a happy man, loved and respected 
by his neighbors. 

3. Albert Edward Wig gam tells us that 
every thought tries to express itself in an 
act. That is, if a wrong thought comes into 
the mind, we will do a wrong act, unless a 
good thought comes along to head off the 
bad one. Mr. Wiggam says that good 
thoughts and bad thoughts are like race 
horses — and the winner makes us do a wrong 
act or a good one. Therefore, he says, it 
pays to have plenty of good horses always 
ready to head off the bad ones. 

Lesson 27. For August 30, 193o 

Text: The Quarterly, Lesson 27. 

Objective: To show that uncontrolled 
anger, hatred, envy, etc., are the result of 
wrong thinking. 

Supplementary References: Barton, 
Bruce, The Man Nobody Knows, pp. 1-8 
this material is particularly interesting 
Dummelow, J. R., One Volume Bible Com* 
mentary, p. 642 (21-26) ; Tanner, O. C, 
New Testament Studies, p. 185; Kent, C. F., 
The Life and Teaching 0} Jesus, pp. 180-181 

Suggested Outline: 
I. Is anger a sin? 

a. What was Cain's vocation? Abel's? 

b. Why did Cain become angry with 

c. Did Cain try to overcome his anger? 

d. Did the Lord offer him any help? 

e. When did Cain begin to sin, when 
he took up a weapon to slay his 
brother, or when he first became 

f. What are some of the evil effects of 
uncontrolled anger? 

g. Are there any good effects? 
II. How may anger be controlled? 

a. Who is likely to steal, one who 
even in his secret thoughts respects 
property rights, or one who con- 
siders "safe" ways of taking for him- 
self that which some one else has 
bought or made? 

b. What are likely to be the thoughts 
of one who does a brave deed, who 
makes a great discovery, or who 

performs some great service to hu- 
c. How may one who has a tendency 
toward uncontrollable anger over- 
come this weakness? 
Suggestions for Teaching: 
This lesson is really a specific application 
of the great principle of right thinking dis- 
cussed in Lesson 26. Therefore, a careful 
review of that lesson should be made before 
the class begins the discussion of this one. 
It would be well for the teacher to prepare 
some exceptionally interesting and convinc- 
ing illustrations for questions 1 and 2, in the 
second part of the outline. (This work may 
be assigned to two or three especially capable 
pupils.) Larned's A Study of Greatness in 
Men will provide excellent material — as will 
the pages of current newspapers and maga- 
zines. Try to lead the pupils to the un- 
mistakable conclusion that violent, unreason- 
ing anger is a serious weakness, and that it 
can be controlled by right thinking. 
Topics for brief classroom talks: 

1. The Strength of Self-control. 

2. Envy, a Dangerous Sin. 
3 Anger and Success. 
Supplementary Material: 

1. Some people are quite proud of violent 
temper. They think it shows strength of 
character. Here is an example of its 

A good many years ago, in a small Utah 
town, there lived a large family. One of 
the boys, Walter, was the general favorite, 
and came to expect more than his share of the 
few privileges the family could afford. When 
he felt that he was not being shown due 
consideration, he would fly into a rage — and 
the others would promptly let him have his 
way. In his presence, other members of the 
family would tell visitors about his "terrible 
temper;" so that in time he came to feel that 
he was somehow different from the others, 
and blessed with a special gift. 

Walter is a gray-haired man, now, un- 
successful in every meaning of the word. 
His own family, poverty-stricken and shame- 
fully uncared for, look upon him with neither 
love nor respect, but only with fear. All in 
the world he has to be proud of is his special 
gift, an uncontrollable temper. 

2. A great football coach has a team that 
almost invariably wins. Its store of surprise 
plays never seems to be exhausted. It out- 
generals the opponents time after time. The 
secret is this: The coach thinks football, 
reads football, watches it and talks about it 
until he has come to be a great master of 
the game. 

The trouble with people who have the 
anger habit is that they do not think about 
the matter enough or in the right way. They 
do not have any store trick plays or de- 
fense maneuvers with which to defeat the 



Course A — For Deacons and Other Boys and Girls 

12, 13 and 14 Years of Age 

General Board Committee: T. Albert Hooper, 

Chairman; Junius R. Tribe 

(I Samuel, Chapter 15, Verse 22) 

'To obey is better than sacrifice, and to hearken than the fat of rams." 



Lesson 23. For August 2, 1936 

Here is a lesson you will enjoy presenting 
to your class; or, rather, that you will enjoy 
while your class are presenting it to you and 
one another. It is about the hero Gideon, 
who delivered Israel after they had got 
themselves in bondage again. 

What a Bit of Fleece Did 

Gideon's life presents the case of a man 
who was bold in adhering to the Lord. He 
is a man of simple character and staunch 
faith. What Rae says of this lesson is quite 
true: "Few stories are more enthralling to 
the child than that of Giedon. The fleece, 
the test at the stream, the lamps and pitchers, 
the dream and the route — are all favorite 
episodes. But, just because of this, the 
teacher must keep always in view a single 
motive in the lesson, and not be taken off 
to side-issues. The main point (objective) 
is what a humble man can do if God is with 

Your pupils - should, of course, read the 
Quarterly, as you also should. But in addi- 
tion to this certain pupils, with yourself, 
should read the parts of the Biblical narrative 
which have been assigned them for telling 
in the class. This material will be found in 
Judges, chapters 6, 7, 8, inclusive. The first 
ten verses of chapter 6 will make a good 
reading; it will serve not only to give one 
of your pupils some class activity, but also 
to introduce the general subject of the lesson. 

Who Were the Midianites? 

"The Midianites," Rae explains, "were a 
Bedouin people who roamed over the coun- 
try south of Canaan. [Can you locate it 

on the map for the class?] They descended 
on Canaan just when the harvest was ready 
and carried it off. They made a series of 
raids and did not stay in the country. Their 
opportunity lay in the disunion and weakness 
of the tribes. Their special prey was the 
fertile district north of Judea in which Man- 
asseh and Ephraim were settled." p. 123. 
The story of Gideon may be broken up 
into the following topics, each of which may 
have to be supplemented with material sup- 
plied to these special pupils by the teacher: 

1. The condition in which Gideon's people 
found themselves, together with the reason 

2. Something about Gideon — who he was 
and what kind of traits of character he had. 

3. The tests he put to the angel, so that he 
would be sure of his call. 

4. The enemy, with the reduction of 
Gideon's army and the dream about the cake. 

5. The way in which the enemy fought 
one another, in their fear of Gideon. 

Make sure that each pupil gives such de- 
tails as will enable the class to see each 
situation, with the characters. In other 
words, use the imagination constructively. 


Lesson 24. For August 9, 1936 

Here is another of those beautiful stories 
that have made the Biblical narratives im- 
mortal. It may be treated much after the 
fashion which we suggested for the previous 
story — the story of Gideon. 

Where To? 

Obviously the objective here is to show 
how beautiful devotion may be. Obviously, 
too, the application of this lesson is the 
practice of this idea in the lives of the class 

June, 1936 



members during the coming week, at least. 
Just what situations this will be the teacher 
ought to point out to them. The situation 
will, of course, differ in different localities 
or nations. 

"For all the wildness and turbulence of 
the period of the Judges," Rae comments, 
"there was another side to 1 the life of the 
people, and we have it here in the record 
of a simple, kindly, humane life. ... It is a 
book sacred to the lowly and the poor, the 
heroine finding her happiness in duty and in 
the service of a beautiful home love. It is 
a pastoral symphony after the martial music 
of Judges. It is certainly a lovely idyll, 
handed down with consummate grace and 

Some Reading for Pupils 

One of your pupils will find a good reading 
to give before the class in the following: 
Ruth 1:15-22. The rest of the class should 
be induced to read the Quarterly, and as 
many of them as can doi so to read the entire 
story of Ruth as it is in the Bible. 

Rae says: "There are several interesting 
customs illustrated by this story. ( 1 ) The 
young woman on her marriage was absorbed 
by her husband's clan. Hence the presence 
of the two girls with Naomi. It was the 
opposite of the western custom, 'A son is a 
son till he gets a wife, but a daughter's a 
daughter all her life.' (2) The function of 
the 'near kinsman' was very important in the 
Hebrew family life. If a man sold himself 
or his property it was the 'Goel's' duty to 
redeem him or it; if he was killed the Goel 
was the avenger of blood; if he died without 
personal issue, the part of the Goel was to 
prevent the patrimony passing to strangers. 
(3) Spreading the skirt over the maiden was 
symbolic. It meant that the Goel was ready 
to do his part by wedding and protecting 
one who would otherwise be friendless, and 
so prevent the inheritance being alienated." 

Here are some topics to be given in class: 

1. Elimelech and his family (Famine drove 
them away). 

2. Death of Elimelech and his sons. 

3. The return of the mother and Ruth. 

4. Gleaning in the fields. 

5. Marriage of Ruth — descendants. 


Lesson 25. For August 16, 1936 

This lesson, too, you will find most inter- 
esting to boys and girls, especially to boys. 
It is about Samson. 

What About Samson, Anyway? 

Rae has a word about this lesson which 
may prove helpful. He says: "The feature 
of Samson's exploits is that they were single- 

handed. He did not lead his tribe into battle; 
he did everything himself. These stories 
must have been very popular, there is such 
an element of humor in many of them, and 
the kind of cleverness in turning the tables 
on his enemies which people love to hear 
about. His personal character, indeed, is so 
unworthy that it is difficult to believe that 
God could use such a man. But we have 
constantly to remember that these heroes 
were men of their age, and God uses very 
imperfect instruments in every age. 

"The Philistines were the last, and by 
far the most formidable, of the enemies who 
disputed the possession of Canaan with 
Israel. For a long time it seemed dooibtful 
which would be the victor, and it was not 
till the time of David that the issue was 
decided. The Philistines were invaders of 
the land like Israel. They came from Crete 
and were a powerful, warlike and highly 
civilized race, much superior in these respects 
to Israel. They settled in a rich plain, right 
on the great trade route, and derived much 
of their power from trade. The little tribe 
of Dan occupied a territory just next to the 
Philistine country and was therefore exposed 
to the incursions and oppression of this 
fierce enemy." {Page 130.) 

Begin With This 

The objective here is to show that one 
ought to be true to one's vow. The appli- 
cation is obvious; only, the teacher should 
help the class to see in what ways they, in 
their situation, may be true to theirs. Be- 
'sides the Quarterly, which all the class should 
read,, there is the matter in the Bible, on 
which the Quarterly is based — Judges, chap- 
ters 13-16. The teacher should also read 
Milton's great poem, Samson Agonistes, 
"which, though in some respects giving an 
erroneous impression of certain aspects of 
the story, has a vivid rendering of the tale 
as a whole." 

Ask one of the class to tell what a proverb 
is; something about King Solomon; also 
a few proverbs that appeal to him. (A pro- 
verb crystalizes the experience of many per- 
sons and of long periods.) 

Don't Forget the Talks 

Subjects for short talks by your pupils 
may be found in the following topics: 

1. Conditions of the time when Samson 

2. Birth and vow of Samson. 

3. Some of his exploits. 

4. Delilah. 

5. The end of Samson. 

What vows or agreements or common 
understandings do we have today, which we 
ought to be true to? What do you mean 
by being true to them? In what fields are 
these — political, religious, educational, moral? 



June, 1936 


Lesson 26. For August 23, 1936 

This is the first part of the story of Samuel 
the prophet. The situation deserves some 
attention. Israel is once more at peace 
with the world and with itself and with God. 
The time of the Judges is past; a new era 
has dawned upon the nation. Samuel has 
a three-fold office; he is priest, judge, and 
prophet. As a prophet he is the first of a 
long line. Samuel, moreover, is a very 
remarkable character, a great man in Israel 

Test the Memory 

Have the class name over the men we 
have considered in this course thus far. 
There are Abraham, Isaac, Jacob, Joseph, 
Moses, Samson; and now we have Samuel. 
Also have the class tell the chief difference 
in these characters, to see that they are clearly 
outlined in their minds. This will also give 
you a point of contact. How do people 
differ from one another? Boys and girls of 
today, for instance? 

This lesson ought to show that one should 
heed the voice of God in whatever form it 
makes itself known to us. 

How may that be? This may be shown 
in the ways in which it made itself known 
to each of the men whose lives we have 
studied. Go over these in your mind. Per- 
haps the principal way in which God speaks 
to us is through the Spirit. There is a ques- 
tion at the end of the iesson in the Quarterly 
— or rather a series of questions — the pur- 
pose of which is to draw out a comparison 
between the call of Samuel and that of an- 
other, and more modern prophet, Joseph 
Smith. It might be well to discuss these two 
for a few minutes, since the first vision of 
our own prophet is perhaps more familiar 
to the class than any other. 

Here Are Some Talks 

If you studied this lesson last week, you 
will have distributed the following topics 
among your class: 

1. Conditions at the time of Samuel. (The 
temple, for instance, was a symbol of a 
more permanent and stable social order than 
we find before.) 

2. Circumstances attending the call of 
Samuel, together with the question of how he 
came to be at the temple. 

3. The message of the Lord through Sam- 
uel to Eli. 

A good reading might be that passage in 
which Samuel's mother praises the Lord for 
giving her a son: First Samuel 2:2-10. If 
there are any phrases that you wish left out, 
do not hesitate to omit them in the reading. 
There are some very fine thoughts in this 

The memory gem is the same as in the 
preceding lesson. As an application, how 
would it do to have your pupils listen, during 
the coming week at least, to the voice of 
conscience? Help them to tell how to do 
this, by picking out common situations in 
which this voice speaks. 

Concerning Hannah's vow Rae has an 
illuminating explanation: "In Scotland par- 
ents often used to dedicate a son to the min- 
istry. The father of the great Scottish mis- 
sionary, Dr. Laws, was a young carpenter 
who was led to God in a remarkable way. 
He vowed that if ever he had a son he 
would dedicate him to the work of a mis- 
sionary. He kept his vow, and the career of 
Dr. Laws was the result." Page 140. 


Lesson 27. For August 30, 1936 

This lesson, too, is about Samuel — more 
about Samuel, that is, than about Saul, who 
found a kingdom. For it was through the 
prophet that Saul became a king in Israel. 

A good objective for this lesson is this: 
"To obey is better than sacrifice, and to 
hearken than the blood of rams." This pas- 
sage, which may be found in First Samuel 
5:22, may be used also as a memory gem. 
The situation, however, should be explained 
to the class, either by yourself or some mem- 
ber who has been given this as a topic for 
a short talk. 

Test Your Class on This 

Explain, for instance (1) what is meant 
by "sacrifice" in the old Israelitish sense; (2) 
how it came about that the sentence was 
uttered by Samuel, which may be found in the 
following citation, First Samuel, chapter 15; 
and (3) what the word "hearken" means. 

When Saul is made king, there is the close 
of one epoch and the opening of a new one. 
From Moses to the monarchy is one period, 
covering a thousand years. By comparison 
the two hundred and fifty years of the Amer- 
ican nation is a short time, or Canada, or 
even some of the older nations of the Old 

What About the Quarterly? 

Have your pupils read the Quarterly? Do 
you have any trouble in getting them to buy 
a Quarterly or to read it after they have 
bought it? One of your class should read this 
passage aloud as his (or her) part in the 
recitation: First Samuel 15:10-31 — unless 
in your reading you may have found a more 
appropriate one. You yourself should read, 
besides the Quarterly, the matter found in 

(Continued on page 258) 



The Restoration and Early Church History 
For Boys and Girls, Ages 10 and 11 

General Board Committee: Charles J. Ross, Chairman; 
DeLore Nichols, and Ruth Wheelon 

(Acts, Chapter 20, Verse 35) 

"I have shewed you all things, how that so labouring ye ought to support the weak, 
and to remember the words of the Lord Jesus, how he said, It is more blessed to give 
than to receive." 


First Sunday, August 2, 1936 

(Note. Follow the lesson schedule as 
printed in the Quarterly. July 26th should 
be left open to permit the class to catch up 
with any lesson missed for any cause. The 
lesson printed in the May Instructor for that 
day should be taught August 2nd.) 


Lesson 28. For August 9, 1936 

Text: Sunday School Lessons (Quarter- 
ly), No. 28. 

Supplementary references: Smith, Essen- 
tials in Church History, pp. 250-262; Ander- 
son, A Young Fotks' History of the Church, 
pp. 88-93; Roberts, A Comprehensive History 
of the Church, Vol. 1, pp. 330-347; One 
Hundred Years of Mormonism (Evans). 

Objective: To show how the Lord opened 
the hearts of the people in the neighboring 

Outline of Material: 

1. Saints' Efforts to Avert Trouble. 

a. Six Saints offer their lives for other 
L. D. S. 

b. Saints decide to defend themselves. 

c. Some Saints cause trouble. 

II. Latter-day Saints Move into Clay 

a. Clay county citizens kind. 

b. Mormons undecided as to what they 
should do. 

Lesson Enrichment: The leaders of the 
mob said that if any of the Mormons should 

ask the law to uphold him against the mob- 
bers, he should die. The Mormons, however, 
knew that they would indeed be cowards if 
they did not make their appeal to the leaders 
of the State, who of course should protect 
all of its citizens. Therefore a petition was 
drawn up and presented by Orson Hyde and 
W. W. Phelps to Governor Daniel Dunklin. 
In this petition the Saints set forth the idea 
that whenever the time arrived that even the 
poorest citizen could not be protected in 
life, property, or rights, the Constitution was 
being violated and the Union, even if it did 
not fall, must surely tremble. They asked the 
governor to raise the number of troops so 
that the Saints could be defended against the 
mobbers. In addition they decided to go to 
court to sue for damages and to have those 
who had trampled on the law punished. 

Governor Dunklin wrote a favorable letter 
in response to this petition. He stated that 
he would not be worthy of the name of gov- 
ernor unless he did all that he could to enforce 
the laws and in upholding the Saints against 
those who would deprive them of their rights- 

In part he wrote, "Ours is a government 
of laws, to them we all owe obedience, and 
their faithful administration is the best guar- 
antee for the enjoyment of our rights. No 
citizen, nor number of citizens, have a right 
to take the redress of their grievances, whe- 
ther real or imaginary, into their own hands. 
Such conduct strikes at, the very existence of 
society, and subverts the very foundation on 
which it is based. I am not willing to per- 
suade myself that any portion of the citizens 
of the state of Missouri are so lost to a sense 
of these truths as to require the exercise of 
force, in order to insure respect for them." 

This letter shows that the governor was 



June, 1936 

sincere in his opinion. He however did not 
seem to have the character to insist on the 
rights of the Mormons being protected. 

Application: We should seek justice by 
legal means. 


Lesson 29. For August 16, 1936 

Text: Sunday School Lessons (Quarterly), 
No. 29. 

Supplementary references: Smith, Essen- 
tials in Church History, pp. 168-178; History 
of the Church, Vol. 2, pp. 61-114; Evans, 
One Hundred Years of Mormonism, pp. 1 88- 
194; Roberts, A Comprehensive History of 
the Church, Vol. 1, pp. 358-360, 370-371; 
Anderson, A Young Folks' History of the 
Church, pp. 61-65. 

Central thought: The Lord can fulfill His 
promises only when His people are ready to 

Outline of Material: 

I. Sorrow of Saints at Kirtland for the 
Troubles of Missouri Saints. 
II. Revelation Given. 

a. Joseph Smith asked the Lord for wis- 

1. The Prophet told to gather men 
to go to Ohio. 

2. One hundred and thirty gathered. 

b. Those who could not go offered 
money, clothing, food. 

III. Organization Effected. 

a. Money in common fund. 

b. Groups of twelve, each having some 
special work to do. 

c. Twenty baggage wagons. 

IV. Curiosity of People Along the Way. 
V. Hardships of the March. 

VI. Request for Aid from Governor Dunklin. 

Lesson Enrichment: Governor Dunklin 
wrote a letter to the Saints in which he ex- 
pressed his sympathy but did nothing to help 

City of Jefferson, 

July 18th, 1836. 

"Messrs. W. W. Phelps and others: 

Gentlemen: The treatment your people 
have received, and are now receiving, is of 
extraordinary character, such as is seldom 
experienced in any country by any people. 
As an individual I sympathize with you, and 
as the executive of the state, deeply deplore 
such a state of things. Your appeal to the 
executive is a natural one, but a proper un- 
derstanding of our institutions will show 
you that yours is a case not for the special 
cognizance of the executive. It is the case, 
or, I may say, they are cases of individual 
wrongs. These, as I have before told you, 
are subjects for judicial interference; and 

there are cases sometimes of individual out- 
rage which may be so popular as to render 
the action of courts of justice nugatory, in 
endeavoring to afford a remedy. I would 
refer you to the charge of Judge Lawless, 
made to the grand jury of St. Louis. Public 
sentiment may become paramount law; and 
when one man or society of men become 
so obnoxious to that sentiment as to deter- 
mine the people to be rid of him or them, it 
is useless to run counter to it. 

"The time was when the people (except 
those in Jackson county) were divided, and 
the major part in your favor; that does not 
now seem to be the case. Why is this so? 
Does your conduct merit such censures as 
exist against you? It is not necessary for me 
to give my opinion. Your neighbors accuse 
your people of holding illicit communication 
with the Indians, and of being opposed to 
slavery. You deny. Whether the charge 
or the denial is true I cannot tell. The 
fact exists and your neighbors seem to be- 
lieve it true; and whether true or false, the 
consequences will be the same (if your op- 
ponents are not merely gasconading), un- 
less you can, by your conduct and argu- 
ments convince them of your innocence. If 
you cannot do this, all I can say to you is 
that in this Republic the vox poputi is the 
vox del (the voice of the people is the voice 
of God). 

Yours respectfully, 

Daniel Dunklin." 

This lesson may be used also as an ex- 
ample of God's wisdom in teaching these 
people how to prepare for their longer march 
which should come later when they should 
go across the plains to the Rockies. 

Application: We should be ready to march 
to the defense of those who need us. 

Lesson 30. For August 23, 1936 

Text: Sunday School Lessons (Quarter- 
ly), No. 30. 

Supplementary References: Smith, Essen- 
tials in Church History, pp. 199-203; Ander- 
son, A Young Folks' History of the Church, 
pp. 73-77; History of the Church, Joseph 
Smith, pp. 489-495; Roberts, A Comprehen- 
sive History of the Church, pp. 369-407. 

Objective: The Lord wishes His people to 
be unselfish in their carrying of the message 
of truth to the nations of the earth. 

Outline of Material: 

I. Schools for Elders Held in Kirtland. 
II. Missionaries into' Canada. 

a. First elders: Orson Pratt, Joseph 
Smith, Sidney Rigdon. 

June, 1936 



b. Converts made among English 

III. Requests to be Sent to England. 

a. Converts related to people in Eng- 

b. Apostles and Seventies, chosen as 
special missionaries. 

c. Missionaries to England; Heber C. 
Kimball, Orson Hyde, Willard Rich- 
ards, Joseph Fielding, Isaac Russel, 
John Goodson, and John Snyder. 

IV. Experiences in England. 

a. The Reverend Mr. Fielding invites 
them to preach in his chapel. 

b. Success of the work. 

1. Within 8 months they had con- 
verted 2,000. 

2. Within 8 months organized 26 

Lesson Enrichment: In this lesson on mis- 
sionary work, it might be a good idea to let 
the children decide what they can do them- 
selves in the way of service to others. We 
must be rather careful in urging the boys 
and girls to do their proselyting, for they 
must not antagonize people. They can, how- 
ever, visit those members of the class who 
are somewhat lax in their attendance at 
church. The boys and girls might be as- 
signed certain districts and then when new 
members move into the ward they could 
invite them to attend Sunday School and 
could introduce them to the teacher and to 
the other class members. 

In one ward, one of the class members 
acutally stood up of his own accord and 
introduced a new ward member to the teacher 
and therefore made both the teacher and 
the pupils feel friendly to this boy who might 
otherwise have been a stranger. We need 
to bring the missionary spirit of good will 
and interest in others more into our Church. 
Where is there a better opportunity to make 
that beginning than right now when we be- 
gin to study the early missionary efforts of 
the Saints? 

One story of the effect of missionary work 
can be related. If some member of the class 
has an interesting story of the conversion 
of his own grandparents or relatives, that 
would be a good illustration. 

Application: We can do missionary work 
among our own friends and relatives. 

Lesson 31. For August 30, 1936 

Text: Sunday School Lessons (Quarter- 
ly), No. 31. 

Supplementary References: Roberts, A 
Comprehensive History of the Church, Vol. 
I, pp. 314-321; History of the Church, Vol. 
Ill, Introduction, XXXII-XIVII. Read in 

American History about the panic o>f 1837 
and banking laws; Smith, Essentials in Church 
History, pp. 193-200, 203-210. 

Objective: By our disobedience and jeaU 
ousies we often bring down trouble on our" 
selves and others who are innocent. 

Outline of Material: 

I. Saints at Kirtland Fail to Live up to 
Their Promises. 

a. Find fault with the Prophet. 

b. Borrowing of money. 
II. Kirtland Bank Fails. 

a. Banking system good. 

b. Saints wish to have a bank. 
Lesson Enrichment: This lesson could be 

begun by asking the pupils whether they 
have ever borrowed money. Then some 
time could be spent on how they finally paid 
back that which they had borrowed. Presi- 
dent Grant has preached so constantly from 
the pulpit that we must not get into debt 
that this lesson offers a rare opportunity to 
carry over to the classes the sorrows which 
result from the borrowing of the Saints who 
lived in Kirtland. 

Martin Van Buren was president of the 
United States at the time of the panic of 
1837. His predecessor in the presidency, 
Andrew Jackson, had ordered the peo- 
ple to stop depositing their money in the 
United States bank and had told them to 
place it in the various state banks. These 
banks were then insufficient to care for the 
vast amount of money to be deposited. Be- 
cause there was a large amount of money 
thrown on the open market, speculation be- 
gan, first in land, and then in almost every- 
thing else. With this great expenditure, 
soon there was not enough money to meet 
the demand, and the banks began to issue 
bills, without retaining enough gold or silver 
to redeem them. New banks were estab- 
lished which then issued much paper money. 

When President Jackson saw that the gov- 
ernment was losing money by accepting 
these bank bills, which very often proved 
to be utterly worthless, in exchange for 
public lands, he issued a statement through 
the secretary of the treasury ordering the 
government agents to receive nothing but 
gold in payment for the lands sold. Since a 
large part of the speculation was in public 
land, the effect of such an order was quickly 
felt. The purchase of land was curtailed, the 
bank bills, since they could no longer be 
used returned to the banks for redemption and 
the banks failed. Owners of land tried to 
sell their land, but nobody wished or had 
the money to buy; prices went down rapidly, 
and soon a panic resulted in all trades. This 
panic lasted for more than a year, and since 
it bore down on all classes of the community, 
it was one of the worst the U. S. has known. 

Application: We should live within our 



June, 1936 


{Continued from page 254) 

First Samuel, chapters 9 and 10. 

Here are some topics for members of the 
class to give as short talks: 

1. The sort of government the Israelites 
had, and what their neighbor nations. 

2. The clamor of the Israelites for a king- 

3. The formation of the kingdom. 

4. Some later events concerning Saul and 

These topics, together with the reading al- 

ready suggested, will furnish opportunity for 
five of the class to recite. 

Again it is necessary to suggest that all 
these incidents must be taken in connection 
with the times in which they occurred. This 
will account for some of the things that hap- 
pened, which are not in keeping with our own 
ideals. "The narrative," as Rae states, "re- 
veals clearly the wild primitive state of re- 
ligion and morality. Samuel's savage con- 
duct toward Agag shows how far this age 
was still away from a humane morality. But 
the story told in these chapters is thrilling in 
its vividness and simple power." 


By Ezra J. Poulsen 

Enthusiasm is the art o'f living with a zest. 
Obstacles fade before the enthusiast like 
mirages before the traveler courageously 
seeking a haven of refuge. 

To be in love with one's work, one's play, 
one's fellow men is to be an enthusiast. We 
can usually be identified by the number and 
quality of our active interests. Likewise we 
can raise our average on the scoreboard 
of life by increasing them. 

Enthusiasm is the exact opposite of all 
the negative forces of life. Discouragement, 
failure, ill health are all its enemies. Under 
the influence of these we permit our interests 
to be narrowed until we are driven into the 
blind alley of despair, yet aided by enthusi- 
asm we develop an internal resistance capable 
of forcing back the storms of life. 

In "The Deserted Village," Oliver Gold- 
smith, in portraying the Parson, produces an 
unforgettable picture of an enthusiast. 

As some tall cliff that lifts its awful form, 
Swells from the vale and midway leaves the 

Though 'round its breast the rolling clouds 

are spread, 
Eternal sunshine settles on its head. 

The practice of keeping one's head above 
the clouds, of seeing the sunshine though the 
storm beats around makes us, like the parson, 
immune to destructive forces. 

A thousand interests await to call us into 
refreshing by-paths away from the poverty 
of over concentration on irksome tasks. Lack 
of time, lack of means — these are not valid 
objections, for possibilities of delight are 

never far from our finger tips. A simple 
flower in the window, a pair of gold fish 
gliding through limpid water, or the song 
of a canary can change a disheartened drudge 
into an enthusiastic worker full of eagerness 
and faith. The greatest error busy people 
can fall into is the error of letting life's brick 
work crowd out the joy of creating some of 
the finer tapestries and fretwork in the man- 
sion of experience. Great workers find time 
for at least a little humor and relaxation 
each day. To do otherwise is to slow up 
all one's vital forces to the point of deteriora- 

Enthusiasm is a quality that promotes a 
love for hobbies, an appreciation for people, 
and an understanding of the romance in the 
commonplace. It helps unfold the vision of 
the ideal, and places the feet of the wan- 
derer on one of the many highroads to suc- 

Great leaders have always been enthusi- 
astic. Their very presence has inspired 
others. Who could doubt the enthusiasm 
of Theodore Roosevelt, whether as a rancher 
in the West, a traveler and sportsman, or 
as a great political leader? Great enthusiasm 
often identifies people with great causes. 
Jane Addams, Florence Nightingale and 
Emmeline B. Wells, to mention a few whose 
light of enthusiasm burned with such a 
steady glow that they were lifted up to 
the sublime heights of service. 

The Master himself was the greatest of 
all enthusiasts, else he could not have said, 
"Love the Lord thy God with all thy heart, 
with all thy mind, with all thy strength, and 
thy neighbor as thyself." 




For Children 7, 8 and 9 Years of Age 

General Board Committee: Frank K. Seegmiller, 

Chairman; Lucy G. Sperry, Delores Bailey 

(Luke, Chapter 2, Verse 52) 

'And Jesus increased in wisdom, and stature, and in favour with God and man." 


First Sunday, August 2, 1936 
Review No. 5. On Lessons 21, 22, 23 and 24 

Lesson 25. For August 9, 1936 

Objective: God rewards earnest effort in 
the search for truth. 

Memory Gem: "Where is He that is born 
king of the Jews, for we have seen His star 
in the east and are come to worship Him?" 

Song: Christmas Carol, Desetet Song 
Book, p. 101. 

Pictures: Standard Pictures. 

Points of Contact: When we have a new 
baby in our home, what is one of the first 
things people do for him? (Bring gifts.) 
What are some of the gifts they bring? This 
is the way we have of showing our love for 
the new baby and mother. When baby 
Jesus was born people wanted to show their 
love for Him this way. So I am going to tell 
you of the first people who took gifts to him. 

Application: Why were these men called 
"wise men"? Name some of the wisest men 
you know of. What has made them wise? 
How can we become wise? 

(Teachers, develop the thought that even 
though we are young, that is the time to< 
begin to get wisdom of learning. And that 
this is impossible unless we pay attention 
to teachers in Sunday School, day school, 
our parents at home, etc.) 

Study of Materials: 

A. Suggestive Content Outline: 

I. The Wise Men. 

a. Their learning and curiosity. 

b. Their journey to< Jerusalem. 
II. Their Visit to Herod. 

a. Their guestion to> him. 

b. The answer. 

III. Their Visit to Jesus. 

a. How guided to the house. 

b. Their gifts and worship. 

c. Their return home. 

B. References: Hurlbut's Story of the 
Bible, pp. 514-516; Primary Lessons, 1933 — 
Lesson 72 (for Oct. 22, 1933); Bible and 
Church History Stories, p. 20. 

O, Lesson Facts: 

Nobody knows just who the wise men 
were. They were, no doubt, deeply religious 
men from the East who devoted their lives 
to astrology, the study of the stars. Some 
think they were oriental priests. Their long 
journey to Jerusalem was undertaken because 
of the appearance of a strange star. In some 
mysterious way they were guided by it till 
they reached Jerusalem. 

There they as representatives from the 
East, naturally called on the King of Judea. 
At this time the king was Herod the Great. 
He was now an old, suspicious and jealous 
monarch. Their guestion to< him — -"where is 
He that is born king of the Jews" — must have 
been startling. It indicated that there was 
a rival for his throne. 

He called his learned priests. They well 
knew that in their scriptures was a prophecy 
to> the effect that the Christ was to> be born 
in Bethlehem, for the prophet Micah had so 
written. (Micah 5:2) 

As soon as they found out they left imme- 
diately for Bethlehem. Tradition says that 
just outside of Jerusalem they happened to 
look into a well. There from its surface 
was reflected the beams of the star. They 
followed its guidance till it stood over the 
place where the Child was. 

There in the humble house they presented 
themselves to* Jesus as their Lord, giving him 
costly presents and worshiping Him. 



June, 1936 

Courtesy would have dictated that they 
go back to Herod and report their findings 
to him. But God warned them in a dream 
not to do so. So they went back home by 
another road, happy in the knowledge that 
God had rewarded them in their search for 
truth by bringing them to' their heavenly 

Lesson 26. For August 16, 1936 

Text: Matthew 2:13-23. 

Objective: Obedience to the promptings 0/ 
the Spirit of the Lord brings protection. 

Memory Gem: "Arise, and take the young 
child and His mother and flee into Egypt." 

Songs: "Let the Holy Spirit Guide," Des. 
Sunday School Song Book, p. 94. 

Pictures: Standard Pictures No>. 412. 

Points of Contact: One night during a very 
bad wind storm a little baby was sleeping 
peacefully in its crib. The mother was sleep- 
ing in another room, but all of a sudden 
she seemed to be warned in her sleep of 
danger to her babe. She jumped out of bed, 
ran to the sleeping baby and grabbed it up in 
her arms. She no' sooner had done this than 
the side of the room where the baby was 
sleeping was blown in by the wind. 

Who do you think had warned this mother 
of danger to her baby? 

I am going to tell you how the parents 
of Jesus were warned in the same way. 

Application : Teachers may know of a story 
illustrating the guidance and help we receive 
through the "still small voice." Help the 
children to understand that every one has a 
guardian angel who will watch over them 
and tell them of danger if they will listen 
to his voice. Help them also to realize that 
they must keep their "ears open" so that they 
will be able to hear his voice, and the more 
they try to listen and obey it, the louder and 
more often it will seem to; whisper to them. 

Study of Materials: 

A. Suggestive Content Outline: 

I. Herod's attempt to destroy Jesus. 

a. His anger at the wise men. 

b. Reasons for his hatred of Jesus. 

c. The slaying of the babes of Bethle- 

II. Joseph's Dream. 

a. The angel's warning. 

b. The angel's instructions. 

III. The Journey to Egypt. 

a. The route. 

b. Mode of travel. 

c. Arrival and sojourn in Egypt. 

IV. The return to Nazareth. 

a. The angel's message. 

b. Why they did not return to Bethle- 

c. The arrival at Nazareth. 

B. References: Hurlbut's Story of the 

Bible, pp. 516-518; Primary Sunday School 
Lessons, 1933, Lesson 23 (for October 29, 
1 933 ) ; Bible and Church History Stories, 
page 25. 

C. Lesson Facts: 

When the wise men failed to return to 
Herod he suspected that they had found the 
rival king. If this new born babe were to be 
allowed to live he felt that he and his family 
might lose their crown. Herod never hesi- 
tated to- kill people whom he suspected of 
rivalry. He had put to death his own chil- 
dren and one of his wives. Not knowing 
who the new king was he felt sure of slaying 
him by having murdered all the babes of 
Bethlehem 2 years or less of age. 

At this critical time Joseph listened to the 
promptings of an angel of the Lord who told 
him to take the child and Mary and flee into 
Egypt. There they were to stay until God 
gave them word to return. 

Probably that very night Joseph hastened 
to leave. The route to Egypt is over the 
desert. Probably Mary and the child rode 
00 a donkey as the artists picture. It is so 
hot over this desert that people travel at 
night. Once in Egypt they were safe. 

There they stayed until Herod died. Then 
the angel came again to Joseph in a dream 
telling him of Herod's death and directing 
him to return to the land of Israel with Mary 
and the Christ child. Joseph did so but 
when he heard that Herod's wicked son 
Archelaus was king in his father's place, 
he feared to go' back to' Bethlehem. For the 
third time God in a dream told Joseph what 
to do. Obedient to the Lord, he went up 
over the great road past Mount Carmel and 
on to Nazareth. There Jesus lived till man- 
hood and was known as Jesus of Nazareth. 

Lesson 27. For August 23, 1936 

Text: Luke 21:39-40. 

Objective: Doing right in youth makes for 
character and strength throughout life. 

Memory Gem: "And the child grew and 
waxed strong in spirit, filled with wisdom; 
and the grace of God was upon him." 

Songs: "Jesus Once was a Little Child," 
Deseret Song Book; "I Like to Think that 
Jesus Was Once a Little Child." 

Pictures: Standard Pictures No. 501. 

Points of Contact: What kind of work 
does your father do to earn a living? Do you 
boys ever go with your father to help him? 
(Comment on the different occupations and 
what the boys can do in each. For example 
the groceryman, the auto mechanic, the farm- 
er, etc.) Jesus was just like you boys. We 
will find out what He did to help His father. 

Application: I am sure Jesus must have 
been a very good boy in order to do the 

June, 1936 



wonderful things He did when He grew up. 
We want to grow up to be fine men and 
women, and the things we do now help us 
to become so. Let us make a list of things 
on the blackboard that we can do that will 
help us to grow up as near like Jesus as 
Example — 

Play fair in games. 
Never tell untruths. 
Never use bad language. 
■ Obey Mother and Father, etc., etc. 
Study of Materials: 

A. Suggestive Content Outline: 
I. The home Jesus lived in. 

a. The house. 

b. The life within it. 
II. His world of Nature. 

a. Situation of Nazareth. 

b. Its plants and animals. 

III. His amusements. 

a. What he played. 

b. His hikes and excursions. 

IV. His religious life. 

a. At home. 

b. In school. 

c. In church. 

B. Referneces: Hurlbut's Story of the 
Bible, pp. 518-520; Primary Sunday School 
Lessons, 1933, Lesson 74 (Nov. 12, 1933); 
Tanner, New Testament Studies. 

C. Lesson Facts. 

This lesson may be made very interesting 
by comparing the early life of our Master 
with ours. 

The homes of that time were very humble, 
usually a whole family lived in a house of 
just one small room. Usually the floor was 
of dirt. They had generally one small win- 
dow to give light. The family slept on mats 
which at night were laid down on the floor. 
The parents and children all slept together. 
What a happy family! Sometimes under the 
house on one end a raised plaltform was built. 
On it beds were made at night. Under it 
chickens made their home. 

Their food was simple, but good. They 
had bread made of barley or wheat. Often 
the grain was parched and eaten whole. 
They often had mutton or goat's meat. Dried 
fish from the lake or ocean were common. 
They dried beautiful clusters of grapes and 
stored them away for use. Olive Oil and 
olives were very common. Delicious figs 
were found plentifully. 

Lesson 28. For August 30, 1936 

Objective: Seeking the truth in youth 
brings wisdom and the favor of the Lord. 

Memory Gem: "How is it that ye sought 
me? Wist ye not that I must be about my 
Father's business?" 

Songs: "I'll serve the Lord While I am 
Young," D. S. S. Songs. 

Pictures: Standard Pictures No>. 67. 

Points of Contact: 

Have the children tell of the excitement and 
joy over an expected trip. Perhaps some 
of the children outside Salt Lake have been 
brought to the Tabernacle for General Con- 
ference. Tell about it. All of your children 
will have taken some sort of a trip to tell 
about. Talk about how they travel now. 

How you used to travel, your grandpar- 
ents, etc. And then compare with a long 
journey with only a donkey for conveyance. 

Application: What did Jesus mean when 
he said the words that we have for our 
Memory Gem: "Wist ye not that I must 
be about my Father's business?" Is our 
Father's business any different now? What is 
it? How can we be about our Father's 

Study of Materials: 

A. Suggestive Content Outline: 
I. The Journey to Jerusalem. 

a. To attend the Feast of the Passover. 

b. The route and incidents of the way. 
II. Jesus Learns in the Temple. 

.a. Takes part in the worship, 
b. Discusses with the learned men. 
III. His parents' concern. 

a. Seek Him for three days. 

b. Mother reproves Him. 

c. His answer. 

B. References: Hurlbut's Story of the 
Bible, pp. 520-522; Primary Sunday School 
Lessons, 1933, (Lesson 11, Dec. 10, 1933); 
Bible and Church History Stories, pp. 29-37; 
Tanner's New Testament Studies. 

C. Lesson Facts. 

When a boy of Jewish parentage was 
twelve years of age he became a "Son of 
the Law." That meant that he could go 
to> the temple and take part in worship there. 
To Jesus this must have been a glad time. 
When He was a baby forty days old He had 
made His first appearance in the temple. 
But He couldn't remember anything about 
that. Now He could go to worship His 
Father in Heaven with the rest of the people. 

The parents of Jesus went yearly to the 
feast of the Passover. This was the most 
sacred festival of the Jews. It was in memory 
of their going out of Egypt. It was to 
them an Independence Day celebration, like 
the Fourth of July in the United States. The 
first three days were spent in the temple in 
sacred worship. The rest of Passover week 
might be spent sight seeing and in pleasure. 

After the festival, Jesus' parents started 
for home with the great companv from the 
north. After a day's journey while they 
were probably down in the Jordan Valley, 
they missed Jesus. The third day they found 
Him in the temple discussing great truths 
with the doctors, the teachers of the Jews. 



June, Xp36 

These people were surprised at His great 
natural brightness and wisdom. Discussing 
truth was a great trait of His nature. 

When His mother finally found Him she 
reproved Him for giving Her such concern 
about Him. His reply was probably this — 
"Don't you know that I must be in my 
Father's house?" To Him the temple was 
a place of worship and of learning. At this 

early age His greatest work was to learn 
of God. Later in life He used brilliantly all 
that He learned. He never could have been 
a great man if He had not been a studious, 
religious youth. 

Still, although He reallized what His mis- 
sion was, He was obedient, went back to 
Nazareth with His parents, and lived with 
them as a good son should. 


Although one of the youngest members 
of the General Board in point of service and 
the very youngest in the number of years she 
has lived, Delores Bailey has proved herself 
one of the most efficient in this group of 
workers in the Sunday School cause. 

She was born in Salt Lake City, Utah, and 
has lived there all her life. Her father, re- 
cently deceased, was Reuben J. Bailey; her 
mother, who lives in the southeastern part 
of the city, was Alice Park before her mar- 
riage. They, too, were born in Salt Lake 
City, although their parents came to Utah 

from Canada, where they embraced Mor- 

Sister Bailey was graduated from the 
Granite public schools; she attended the 
Granite high school for a time, but received 
her secondary diploma from the Latter-day 
Saints College; and, on completing a four- 
year course in the University of Utah, in 
1932, was given a degree (B. S.). She 
majored in education, though she did con- 
siderable work in Western history. During ' 
the last four years Miss Bailey has been 
teaching school in the Granite district, con- 
ducting classes in the fourth grade. 

Religiously Sister Bailey has been active. 
She may be said to have been graduated also 
from the Church institutions, particularly 
from the Sunday School. For a number of 
years she taught in the Sunday School of 
the Wilford ward, where she resides. It 
was in recognition of her efficient services 
there that she was invited to become a mem- 
ber of the Grant Stake Board. And it was 
her intelligent supervisory work on that 
Board which led to her being asked to join 
the General Board. As a matter of fact, even 
before she was made a member of the Gen- 
eral Board, she was pressed into service by 
the General Superintendent, and visited 
many stakes for convention purposes. She 
joined the General Board in August, 1935. 

On this Board Miss Bailey has been a 
member of the Committee to supervise the 
Primary Department. Here her services 
have been particularly valuable, not only 
because of her previous training and prepa- 
ration for the work involved, but also be- 
cause of her uniform willingness to assume 
responsibility and her dependability in per- 
forming her duties. In addition to her other 
qualifications as a Sunday School worker, 
she has a clear, fluent manner of speaking 
in public — a gift which will undoubtedly be 
much used in the future. 


For Children 4, 5 and 6 Years of Age 

General Board Committee: Geo. A. Holt, Chairman; 

Inez Witbeck, Marie Fox Felt 



"Remember God is watching you, 
For whether wrong or right, 
No child in all this busy world 
Is ever out of sight." 

Songs for the Month: "Obedience," page 
16; "If You Are Told," page 45, Kinder- 
garten and Primary Songs— Frances K. Tay- 
lor; "God, Our Father, Watch Will Keep," 
page 39; "I Cannot Do Great Things," page 
30 — Songs For Little People — Danielson and 

Lesson 86. For August 2, 1936 

Texts: Genesis 43; 45; 46; Life Lessons 
For Little Ones — Second Year. 

Objective: The Lord will guide and direct 
those who faithfully serve Him. 

Point of Contact: Have you ever been 
away from home on a long journey, perhaps 
with friends or with one of your aunts or 
uncles? How did it seem to< be away from 
Mother and Father for so long? I am sure, 
that, no matter how much you enjoyed the 
trip, nothing looked as good to you as the 
faces of your dear Mother and Father. No 
other faces or hearts hold so much love for 
you. Our Heavenly Father loves you that 
much, too, and more. He loves all the 
children who have ever lived on this earth. 
He loves you most when you remember to 
do His will and are willing to serve Him. 
Just as He loves you, He loved Joseph of 
old, who served Him well. Joseph's reward 
for such faithful service was to see His 
dear old father, Jacob, again. Shall we see 
how this blessing came about? 

Lesson 87. For August 9, 1936 

Our lessons for the past four Sundays 
have been about Joseph who was sold into 

Egypt. His life demonstrates that "The 
Lord blesses and strengthens those who* re- 
turn good for evil." (The brothers of Joseph 
placed him in a pit and later sold him to 
travelers whoi resold him in Egypt as a 
servant. How did Joseph return good for 
evil?) Our next three lessons show us that 
"the Lord will guide and direct those who 
faithfully serve Him." 

Joseph remembered to pray to Heavenly 
Father no matter where he lived. He also 
did those things that he knew would please 
our Heavenly Father. Can you name them? 
In what ways did our Heavenly Father 
guide and direct Joseph. Let us count his 
many blessings. 

Rest Exercises: Reenact scenes in which 
the children return good for evil. For ex- 
ample — Mary had some candy that she was 
eating as she walked home from school. 
She met Jimmie, but instead of offering him 
some, she quickly stuffed the sack of candy 
into her pocket. Next day, Jimmie was 
riding his tricycle and came to where Mary 
was standing. Instead of passing her by 
he said, "Would you like a ride? Of course 
Mary wanted a ride and said, "Thank You." 


Lesson 88. For August 16, 1936 

Texts: Exodus 2:1-11; Life Lessons For 
Little Ones — Second Year. 

Objective: Trust in God and earnest effort 
bring His blessings. 

Organization of Material: 

I. An Israelite Family Welcomes a Son. 

a. He will be taken from them. 
The laws demand it. 

b. The king fears power of Hebrews. 
They are a God-loving people. 

c. King orders that every baby boy be 

II. The Mother's Plan To Protect the Baby, 
a. Puts him into' a basket. 

1. Woven and made water proof. 

2. Puts it into the river near the 
princess' bathing place. 

3. Miriam is left to watch. 



June, Jpjf6 

III. The King's Daughter Finds the Cradle. 

a. Sends a maid to bring it to her. 

b. Miriam goes to find a nurse. 
Goes quickly for his mother. 

c. Princess wishes him for her son. 
Names him Moses. 

IV. Moses' Childhood In His Own Home. 

a. Cared for by his parents. 

b. Taught to worship God. 

Lesson Enrichment: Not so long ago we 
had a program in which we honored our 
mothers. We called it "Mother's Day." The 
month following, we tried to show in a 
similar way our love for our fathers. We 
all appreciate the kind, loving care that they 
have given us. 

Our mothers and fathers, too, are appre- 
ciative. They are grateful to Heavenly 
Father for sending precious children to their 
homes. They are gifts from our Heavenly 
Father to them. Many times when we little 
folks have been sick or have been away 
from home, our ever-thoughtful parents have 
prayed to our Heavenly Father to bless us 
and keep us safe. 

A long time ago there was another father 
and mother, to whom Heavenly Father sent 
a precious baby boy. Their gratitude, how- 
ever, was mingled with great fear, but be- 
cause they trusted in Heavenly Father and 
were willing to sacrifice and work, they were 
protected and blessed. Shall we see how? 

Lesson Story: 

Application: Betty had just had a serious 
accident. She had fallen and hurt her eye. 
The doctors said that it was likely she would 
never see with that eye again. Betty, how- 
ever, trusted our Heavenly Father. She 
remembered that He had said to call in the 
Elders for a blessing. This, Betty's father 
and mother did. When they laid their hands 
upon her head, they promised her that if 
she would faithfully care for her eye as 
the doctor had said, that Heavenly Father 
would make her recovery complete. Betty 
trusted our Heavenly Father and did as in- 
structed by the Elders, she faithfully cared 
for her eye each day. Soon she could see per- 
fectly with both eyes. 

She had trusted our Heavenly Father just 
as did Miriam's Mother and because of 
their trust, Heavenly Father blessed them 

Rest Exercise: Pretend at making a basket 
cradle. Stoop to pick up the reeds. Lay 
one above the other with a weaving motion 
first with one hand, then the other. Shake 
a pillow and lay it in the basket — with both 
hands extended sway forward and back as 
if rocking the cradle. All hum "Rock-a-Bye 


Lesson 89. For August 23, 1936 

Texts: Exodus 3; 12:34-39; 13:20-22; Life 

Lessons For Little Ones — Second Year. 

Objective: Trust in God and earnest effort 
brings His blessings. 

Lesson Enrichment: I once learned a little 
poem that has helped me often. It says: 

"Need I ever know a fear? 
Night and day my Father is near. 
God sees." 

I am sure that is the way a little girl named 
Ruth felt when she was asked to go into 
a dark room to get something for her mother. 
When asked if she were afraid she smiled 
and said, "The dark hasn't any eyes, and 
anyway Heavenly Father will take care of 

Of course Heavenly Father took care of 
Ruth. She trusted Him. He took care of 
Joseph when he was sold into Egypt, because 
he trusted Him and tried to do as he knew 
God would like him to. He watched over 
baby Moses, because Moses' mother trusted 
in Him and did all she could to save her 
baby from wicked men. 

Years later Moses grew to be a great man 
and because of his mother's teachings, he 
too, had learned to love and trust God. 
At one time, our Father in Heaven spoke 
to Moses and because he trusted and was 
willing tp work, God made of Moses a great 

Lesson Story: 

Application: Because four little girls loved 
our Heavenly Father and trusted Him, they 
were able to find their way home from the 
mountains where they were lost. It was 
Margaret who, when they realized that they 
didn't know which way to go, saU, "Let us 
pray to Heavenly Father." The four little 
girls all knelt in prayer and asked that our 
Heavenly Father help them to find their 
way home. After they stood up, they felt 
better. They had walked just a short dis- 
tance when they came to a trail that was 
familiar to them, so they followed it and were 
soon home. How happy and how grateful 
they were. That night, each one remembered 
to say, "Thank You" to Heavenly Father 
for his help and blessing. 


Lesson 90. For August 30, 1936 

Texts: Exodus 16:2-31; Life Lessons For 
Little Ones — Second Year. 

Objective: Blessings always follow obedi- 
ence to great leadership. ("Remember the 
Sabbath day to keep it holy.") 

Point of Contact: Who can tell me the 
name of today? Yes, it is Sunday. What 
is the name of another day of the week? 
Another? (Continue until all seven days have 
been named.) 

June, 1936 



When Heavenly Father made each day, 
he made it for a purpose. Six days were 
work days in which we could plant flowers, 
rake lawns, wash clothes, iron them, clean 
our homes and do ever so many other things, 
but there was one day which was to be Heav- 
enly Father's own day. On that one, Heav- 
enly Father told us not to work, but instead 
to go to church and to worship Him. He 
wants us to show Him that we love Him 
by singing songs of thanksgiving, offering 
prayers to 1 Him, and by telling to our friends 
how grateful we are for all the blessings 
we have. He wanted us to* teach each other 
the right things to do, so that we will all be 
happy. Even long, long ago Heavenly 
Father had Moses, the great leader, teach 
the people to keep the Sabbath day holy. 

Lesson Story: 

Application: Little boys and girls like to 
obey Heavenly Father too. They have all 
week in which to play rough, boisterous 
games. So on Sunday after Sunday School 
they try especially hard to do as Heavenly 
Father would wish. Shall we name together 
some of the things that would please Him? 

1. Visiting, grandmother or little friends. 

2. Looking at picture books. 

3. Coloring pictures. 

4. Cutting out pictures to' take to* Sunday 
School next week. 

5. Taking baby sister for a ride while 
Mother rests. 

6. Have a story-telling game. See who 
can remember the most stories that we have 
heard in Sunday School. 

Rest Exercise: Some of the children may 
pretend at holding open bags while the 
others pretend at gathering the manna from 
the ground and dropping it into the bags. 


Kindness is the objective of all our August 
lessons in the Cradle Roll Department. In 
the lesson, "Joseph and His Brothers," Joseph 
is kind, although his brothers are cross and 
cruel. He was kind to them always, even 
though they sold him to some strangers for 
a servant. 

In the second lesson, "How the Brothers 
Found Joseph," Jacob had an opportunity 
to be cruel to his brothers, by refusing to 
sell them food. Instead, he returned good 
for evil and was kind enough to sell them 
food so that they would not be hungry. 

The third lesson, "Joseph and His Father," 
tells us of the many kind acts of Joseph for 
his father's comfort and blessing. He sent 
him food, a fine wagon to ride in, and a 
beautiful coat to wear. When he arrived 
in Egypt, Joseph gave his father some of 
the best land there. He also gave his aged 
father every comfort possible all the days 
of his life. 

"Kindness is to do and say, 
The kindest things in the kindest way." 

Enrichment Material: Sing and dramatize 
the song, "I Love Little Pussy," found in 
Kindergarten and Primary Songs, by Frances 
K. Taylor. The first two lines of the song 
entitled, "Let's be kind to one another," 
found in the Deseret Sunday School Song 
Book may be taught. 

"Let's be kind to one ano'ther, 
Let us win each other's love." 

Bring magazines to class. Have the chil- 
dren find the pictures of children doing kind 
deeds. After the period for finding the pic- 
tures is over, have the children show the 
picture and tell what kind deed is being done. 

For rest exercise, the children may go 
through the motions of doing a kind deed 
while the other children guess what kind 
deed is being done. 


Note: It is suggested that the regular kin- 
dergarten teachers be responsible for this 

1. For "A Chosen Family Reunited," let 
us imagine that we all belong to one large 
family; perhaps we might be Joseph's family. 
Now after many years we are together again. 
Wouldn't it be fun to have Joseph tell what 
he has been doing, the brothers tell of their 
flocks and herds, and Father Jacob to tell 
how grateful he is, that all his family are 
well and back together again. There are 
also' many little children belonging to the 
brothers that Joseph has never seen. Per- 
haps they would like to sing a sweet song 
for all of us. 

2. For our special review period, let us 
have a program which tells how thankful 
we are for our many blessings, just as was 
Joseph of old. Songs of thanks may be sung 
and thank-you verses may be said. Have 
the children choose from among those they 

3. This is our baby day. Every one loves 
a precious baby. Let us cut out pictures 
and make a baby book for each one. 

4. Lesson No. 4 is "Moses, the Leader." 
Let us have leadership games. Children may 
take turns being the leader of the group, 
conducting songs, repeating gems, or march- 
ing. The children of Israel leaving Egypt 
under the direction of Moses may be drama- 

5. "Remember the Sabbath Day to keep 
it holy" is the thought of this lesson. Have 
the children draw pictures of themselves 
doing things on the Sabbath Day that would 
please our Heavenly Father. 

"Men have been wise in very different modes, but they have always laughed the same 
way." — Samuel Johnson. 

The Cat Came Back 

"My wife told me to take the old cat off 
somewhere and lose it. So I put him in a 
basket and tramped out into the country 
about eight miles." 

"Well, did you lose the cat?" 

"Lose it? If I hadn't followed it, I'd never 
got back home." 

And Lots of It 

Mother: (to son wandering about the 
room) "What are you looking for?" 

Son: "Nothing." 

Mother: "You'll find it in the box where 
the candy was." 


Nature is wonderful. A million years ago 
she didn't know we were going to wear 
glasses, yet look at the way she placed 
our ears. 

No Hurry 

"Is this train ever on time?" growled the 
grouchy passenger. 

"Oh," replied the conductor, "We never 
worry about its being on time. We're satis- 
fied if it's on the track." 

Little Willie 

Little Willie: "Mom, you said the baby 
has your eyes and dady's nose, didn't you?" 
Mother: "Yes, darling." 

Willie: "Well, you better watch him, he 
has grandpa's teeth, now." 

Head Stuff 

Teacher: "Can any one tell us why the 
Indian wears a feather in his hair?" 
Isabel: "Yes'm. To keep his wigwam. 

At Ease 

She: "Daddy is so pleased to hear you 

are a poet." 

He: "Fine. He likes poetry,- then?" 
She: "Not at all. But the last friend of 

mine he tried to throw out was an amateur 


Up and Down 

"Did you call Susie up this morning?" 
"Yes, but she wasn't down." 
"But why didn't you call her down?" 
"Because she wasn't up." 
"Then call her up now and call her down 
for not being down when you called her up." 

Just a Habit 

Alberta: "Oh, he's so romantic. When 
he addresses me he always calls me "Fair 

Betty: Force of habit, my dear. He's a 
street car conductor." 

A Necessity 

The worn traveler wondered whether she 
could board the sleeping car in the yards, and 
retire ahead of the arrival of the train. 

"Can I get on No. 6 before it starts?" she 

The information desk was more worn than 
she. "You'll have to, Madam!" 

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